牛津译林版 (2019)必修 第一册Unit 4 Looking good, feeling good随堂练习题

这是一份牛津译林版 (2019)必修 第一册Unit 4 Looking good, feeling good随堂练习题，共10页。

Part 3 Extended reading, Prject, Assessment &Further study
基础过关练
Ⅰ.单词拼写
1.I lve the (内容) and the theme f the site.
2.It's amazing that China has made such a great (成就)in the medical field.
3.They truly believe that (美)cmes frm within.
4.In the last scene f the film The Sacrifice(《金刚川》), Zhang Fei uses his last (力气)t fire at a US fighter plane despite ne f his arms and legs blwn up during a bmbing attack.
5.Zhu Qingshi, headmaster f Suthern University f Science and Technlgy, said that the cllege entrance exams were still a relatively fair way t select (人才).
Ⅱ.选词填空
live up t; take pride in; end up; guard against; hang ver; shw ff
1.It is bad manners t yur knwledge.
2.The pssibility f bankruptcy(破产) the cmpany.
3.Yu just have t wait and give them sme time because they can ding very well.
4.Peple with healthy self-esteem are able t feel gd abut themselves, appreciate their wn wrth, and their abilities, skills, and accmplishments.
5.There is sme evidence, scientists reprt, that eating garlic(大蒜)may cancer.
6.Great refrmers frm Abraham Lincln t Martin Luther King have urged America t its ideal f “freedm”.
Ⅲ.单句语法填空
1.It is knwn t all that teachers and parents have a great influence the develpment f children.
2.N matter hw well yu knw this city, is easy t get lst.
3.I dn't think yu understand I'm trying t say.
4.Nwadays, peple are becming mre and mre stylish and (fashin).
5.Hward is a (talent) pianist, wh plays the pian very well.
Ⅳ.完成句子
1.很高兴能给你一些选择专业的建议。(it作形式主语)
give yu sme suggestins abut chsing yur majr.
2.我的主要目的是帮助解决你遇到的困难。(动词不定式作表语)
My chief purpse is yu meet with.
3.使我吃惊的不是他说什么而是他说话的方式。(the way)
What surprised me was nt what he said but .
4.为了确保安全,药品应该被放在孩子们够不着的地方。(ut f reach)
Medicine shuld be placed t make sure f safety.
Ⅴ.课文语法填空
“Dn't judge a bk by its cver,” the ld saying ges. Unfrtunately, as a teenager, that is ften exactly 1 yu d t yurself. Standards f beauty in the media can have a big influence 2 what yu think f yur physical appearance. These standards are simply 3 (pssible)fr mst f the ppulatin t live up t. If yu have friends 4 are gd-lking r have a great fashin sense, it can feel like yu are living in their shadw. The external influences are always present, 5 there are certainly ways t deal with them. First f all, be careful nt t fllw ppular beauty standards 6 (blind). Anther tip is t recgnize that yu are unique and talk abut yur feelings with smene yu trust. 7 (hear) hw much they value yu can help yu feel cmfrtable in yur wn skin. Finally, 8 is a gd idea t try t direct yur attentin away frm negative thughts. 9 (achieve)this, yu shuld d smething yu enjy. Yu may ften judge yurself by what is n the utside, nt n the inside. Hwever, like a bk, yur cntents are much 10 (imprtant) than yur cver.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
能力提升练
阅读理解
A
(2021湖南娄底高一期末,)
Many kids wuld likely argue that their lunchtime is t shrt.While the precius breaks after class are used t relax and chat with friends, students als need t scarf dwn a full meal t “fuel” them thrugh the rest f the day.
But it is fund that students need mre than a few minutes t cnsume the much-needed nutritin. Lnger lunchtime is healthier.The study cmpared fd chices with the amunt f time students were given t eat. Students with less than 20 minutes fr lunch ate less, including nutritinal fruit and vegetables.
Natinwide, the average lunchtime is abut 30 minutes. But researchers fund that the real lunchtime culd be cut dwn t less than 10 minutes. Researchers researched 1,001 students in lw-incme neighbrhds in Massachusetts that had lunchtime between 20 and 30 minutes. Students with shrter lunchtime were less likely t even chse a fruit in their lunch:44 per cent f students with 20-minute time picked up an apple r range.
Mre than 30 millin children, half f all public schl children natinwide, accrding t the Suthern Educatin Fundatin, eat lw-cst r free lunches every day under the Natinal Schl Lunch Prgram.With the 2010 Healthy, Hunger-Free Kids Act, schl lunches have seen an verhaul (改革) in their nutritinal guidelines, with an increase in whlegrain fds (全谷物食品), lw-fat chices, fruit and vegetables.
Hwever, increasing lunchtime and cutting class time may nt be a pssible chice fr many schls, whse funding depends n the results f tests.Researchers suggested simplifying the lunch lines s that students can make the mst f the time they have.

1.The underlined phrase “scarf dwn” in the first paragraph is clsest t “ ” in the meaning.
A.discuss B.ck C.eat D.imprve
2.If students' lunchtime is less than 20 minutes, they wuld .
A.have healthier lunches
B.eat mre vegetables
C.have fewer chices
D.be shrt f prper nutritin
3.What d nearly half students chse t eat if they nly have 20 minutes fr lunch?
A.The vegetables.B.The milk.
C.The meat.D.The fruit.
4.Why wuldn't schls cut class time t increase lunchtime?
A.Because the students will nt have enugh healthy chices.
B.Because the bad result f the test will influence the schl funding.
C.Because the schl will have t imprve the lunch quality.
D.Because the students will waste their lunchtime playing.
B
(2020江苏江阴四校高一上期中,)
Fr the past 17 years my life had been very happy. Then the first sad thing happened. My mther became very ill, and sn she knew that she was dying. Just befre she died, she asked Elizabeth and me t g t her rm. She held ur hands and said, “Victr and Elizabeth, my children, I'm very happy because yu lve each ther, and because ne day yu'll get married. Everyne in the family lves yu, Elizabeth. Will yu take my place in the family, my dear? I can die happily if yu lk after them after I have gne.”
My mther died and we were very sad, because we lved her dearly. Elizabeth was brave and helped us; her sweet smile gave us sme happiness in the unhappy days after my mther's death. The time came fr me t g t university. I didn't want t leave my sad family, but we all knew that I shuld g. It was hard t leave, t, because the parents f my gd friend Henry wuld nt let him g t university with me. S I had t g alne.
On my first day at university I met my teacher, Prfessr Waldman, wh was ne f the greatest scientists in the wrld. He gave a wnderful talk t all the students wh were starting at the university. He ended his talk by saying, “Sme f yu will becme the greatest scientists f tmrrw. Yu must study hard and discver everything that yu can. This is why Gd made yu intelligent—t help ther peple.”
After the prfessr's talk, I thught very carefully. I remembered the strm when I was 15; I remembered hw the lightning had destryed the trees. Frm then n, I wanted t use electricity t help peple, and I wanted t discver the secret f life. I decided t wrk n these tw things.
I started t wrk the next day. I wrked very hard and sn Prfessr Waldman realized that I culd learn t be a very gd scientist.
The prfessr helped me very much, and ther imprtant scientists wh were his friends helped me, t. I cncentrated n my wrk and I did nt take ne day's hliday within the next tw years. I did nt g hme, and my letters t my family were very shrt.
After tw years, I had discvered many things and I built a scientific machine that was the best in the university. My machine wuld help me answer the mst imprtant questins f all. Hw des life begin? Is it pssible t put life int dead things? T answer these questins abut life, I had t learn first abut death. I had t watch bdies frm the mment when they died and the warm life left them. In the hspital and in the university, I watched the dying and the dead. Day after day, mnth after mnth, I fllwed death, s it was a dark and terrible time.
I built a tall mast abut 150 meters high, which was higher than the tallest building in the city, t catch lightning and send the electricity dwn t my machine in the lab. I believed I culd use that electricity t give life t things that were dead.
Then ne day, the answer came t me. Suddenly I was sure that I knew the secret f life.
5.Accrding t the authr, what is the secret f life?
A.T give life t things that were dead by using electricity.
B.T use electricity t cure diseases.
C.T build the best machine t learn abut death.
D.T becme the greatest scientist f tmrrw.
6.Which f the fllwing is TRUE accrding t the passage?
A.Elizabeth married shrtly after Victr's mther died.
B.Victr did nt want t leave his family because his mther died nt lng befre.
C.Victr's mther was very angry when she knew he lved Elizabeth.
D.Elizabeth was a brave girl wh lved Victr and gave him much help.
7.Victr did all the fllwing during his research in the university EXCEPT that .
A.he discvered many things and built a scientific machine
B.he built a tall mast t catch lightning and send the electricity dwn t the machine
C.he wrked hard and tk nly ne day's hliday during tw years
D.he learnt much abut death bth in the hspital and in the university
8.Which is the crrect rder abut the life f Victr?
①Victr's mther passed away.
②Victr gt help frm the prfessr and ther scientists.
③Victr went t university and listened t the prfessr's talk.
④Victr fund the secret f life.
⑤Victr experienced a strm, seeing the lightning destry the trees.
A.①②③④⑤B.⑤①③②④
C.①③②⑤④D.⑤①②④③
答案全解全析
Unit 4 Lking gd, feeling gd
Part 3 Extended reading, Prject,
Assessment & Further study
基础过关练
Ⅰ 2.achievement 3.beauty 4.strength 5.talent(s)
Ⅱ ff 2.hung ver 3.end up 4.take pride in 5.guard against 6.live up t
Ⅲ 考查介词。句意:众所周知,老师和家长对孩子的发展有很大的影响。根据句意,此处构成固定结构“have n...对……产生……的影响”。故填n。
2.it 考查形式主语。句意:不管你对这个城市多么熟悉,也容易迷路。It is+adj.+t d sth.是固定句型,it为形式主语,动词不定式(短语)是真正的主语。故填it。
3.what 考查连接词。句意:我认为你不明白我想要说什么。分析句子结构可知,I?m trying t say中缺少宾语,所以用what引导宾语从句。故填what。
易错分析
本题学生可能会误填that。that引导名词性从句只起连接作用,在从句中不作任何成分,无意义,在宾语从句中通常可省略,但在主语从句、表语从句和同位语从句中通常不省略;what引导名词性从句时,在从句中作主语、宾语或者表语,意为“……的东西”。在本题中用what引导宾语从句,what在从句中作动词say的宾语。
4.fashinable 考查形容词。句意:现在,人们变得越来越新潮和时尚。and连接并列成分,故填fashinable。
5.talented 考查形容词。句意:霍华德是一名有天赋的钢琴家,他弹钢琴弹得非常好。形容词修饰名词,根据空后的pianist可知此处应用形容词,故应用talented。
Ⅳ is a great pleasure t
2.t help slve the difficulties
3.the way that he said it
4.ut f children?s reach
Ⅴ 考查名词性从句。句意:不幸的是,作为一个十几岁的孩子,那的确是你经常对自己做的。分析句子结构可知,此处是be动词之后的表语从句,从句中缺宾语,指事,故应用what。
2.n 考查固定搭配。句意:媒体对美的标准会对你对自己外表的看法产生很大影响。根据句意,此处构成固定结构have n...“对……产生/有……的影响”,故应用n。
3.impssible 考查形容词。句意:大多数人根本不可能达到这些标准。大部分人达到媒体对美的标准是不可能的,故应用 impssible。
4.wh/that 考查定语从句。句意:如果你有朋友长得漂亮或者时尚感很强,你就会觉得好像自己活在他们的阴影下。分析句子结构可知,设空处引导定语从句,先行词为 friends,指人,关系词在从句中作主语,故应用wh或that。
5.but 考查连词。句意:这些外部影响总是存在的,但肯定有办法来应付它们。根据句意可知,上下文的内容在意思上为转折关系,故应用but。
6.blindly 考查副词。句意:首先,注意不要盲目地遵循流行的审美标准。此处用副词修饰动词fllw,故应用blindly,意为“盲目地”。
7.Hearing 考查非谓语动词。句意:倾听他们对你的重视程度能帮你对自己的外貌感觉舒服。分析句子结构可知,此处是动名词短语作主语,注意首字母大写。故应用Hearing。
8.it 考查固定句型。分析句子结构可知,此处构成固定句式it is+n.(短语)+t d...,其中it作形式主语,动词不定式作真正的主语。故应用it。
9.T achieve 考查非谓语动词。句意:要做到这一点,你应该做一些你喜欢的事情。根据句意,此处是动词不定式短语作目的状语,注意首字母大写。故应用T achieve。
10.mre imprtant 考查比较级。句意:然而,就像一本书一样,你的内涵比你的表面重要得多。根据空后的than可知此处应用比较级。故应用mre imprtant。
能力提升练
A
◎语篇解读 这是一篇说明文。研究表明,如果学生的午餐时间少于20分钟,他们就会缺乏适当的营养。而增加午餐时间和缩短上课时间对许多学校来说是一个不可能的选择,因为它们的资金依赖于考试的结果。因此,作者建议简化午餐队伍,让学生充分利用他们的时间吃午餐。
1.C 词义猜测题。根据画线词组后的部分a full meal t “fuel” them thrugh the rest f the day可知,一顿全餐可以为他们一天剩下的时间提供能量。由此推断出,“scarf dwn”与“eat”意思最接近。A项意为“讨论”;B项意为“烹饪”;D项意为“改善”,均与语境不符。故选C。
2.D 推理判断题。根据第二段最后一句Students with less than 20 minutes fr lunch ate less, including nutritinal fruit and vegetables.可知,午餐时间少于20分钟的学生吃得更少,包括有营养的水果和蔬菜。由此推断出,如果学生的午餐时间少于20分钟,他们就会缺乏适当的营养,由此排除A项“吃更健康的午餐”和B项“吃更多的蔬菜”;C项“有更少的选择”原文未提及。故选D。
3.D 细节理解题。根据第三段最后一句中的44 per cent f students with 20-minute time picked up an apple r range.可知,44%的学生在20分钟的用餐时间内,会拿一个苹果或橘子。由此可知,如果只有20分钟的午餐时间,近一半的学生会选择吃水果。故选D。
4.B 细节理解题。根据最后一段第一句Hwever, increasing lunchtime and cutting class time may nt be a pssible chice fr many schls, whse funding depends n the results f tests.可知,增加午餐时间和缩短上课时间对许多学校来说是一个不可能的选择,因为它们的资金依赖于考试的结果。由此可知,学校不缩短上课时间以增加午餐时间是因为考试结果会影响学校的经费。故选B。其余三项信息文中未出现。
【高频词汇】
1.precius adj.宝贵的;珍贵的 2.fuel v.给……提供燃料 n.燃料;刺激因素 3.including prep.包括 4.average adj.平均的;普通的 5.pick up拿起;学会 6.simplify v.简化;使简易
长难句分析
原句 Hwever, increasing lunchtime and cutting class time may nt be a pssible chice fr many schls, whse funding depends n the results f tests.
分析 这是一个主从复合句。increasing lunchtime and cutting class time是动名词短语,作主语;whse引导非限制性定语从句,修饰schls,whse在定语从句中作定语。
句意 然而,增加午餐时间和缩短上课时间对许多学校来说可能不是一个可能的选择,它们的资金依赖于考试的结果。
B
◎语篇解读 本文为记叙文。作者在母亲去世后独自离家去上大学,在一位教授的启发和帮助下,作者悉心研究如何用电力帮助人们并努力探索生命的秘密。
5.A 细节理解题。根据倒数第三段中的“Is it pssible t put life int dead things?”和倒数第二段最后一句I believed I culd use that electricity t give life t things that were dead.以及最后一段Then ne day,the answer came t me. Suddenly I was sure that I knew the secret f life.可知,对作者来说生命的秘密是使死去的东西复活,所以B项“用电来治愈疾病”、C项“制造最好的机器来了解死亡”和D项“成为将来最伟大的科学家”与文章内容不相符。故选A。
6.D 细节理解题。根据第一段中的“yu lve each ther”和第二段第二句Elizabeth was brave and helped us; her sweet smile gave us sme happiness in the unhappy days after my mther?s death.可知,伊丽莎白是一个勇敢的女孩,她爱作者,在母亲去世之后,她给了家人很多的帮助,所以D项与原文相符。根据第二段最后两句It was hard t leave, t, because the parents f my gd friend Henry wuld nt let him g t university with me. S I had t g alne.可知,因为维克托的好朋友(亨利)的父母不让他和自己一起去上大学,所以作者不得不一个人去,所以B项“维克托不想离开他的家庭,因为他的母亲不久前去世了”与原文不符;A项“伊丽莎白在维克托的母亲去世后不久就结婚了”文中未提及。由第一段中的“I?m very happy because yu lve each ther”可排除C项“维克托的母亲知道他爱伊丽莎白时非常生气”。
7.C 细节理解题。根据第六段第二句I cncentrated n my wrk and I did nt take ne day?s hliday within the next tw years. 可知,作者在接下来的两年里努力学习,没有请过一天假。所以C项与原文不符。根据第七段第一句After tw years, I had discvered many things and I built a scientific machine...可知,作者发现了很多东西并建造了一个科学机器,所以A项与原文相符;根据倒数第二段第一句I built a tall catch lightning and send the electricity dwn t my machine in the lab. 可知,作者建造了一个高高的天线杆来捕捉闪电,并把电传送到机器上,所以B项与原文相符;根据第七段倒数第二句In the hspital and in the university, I watched the dying and the dead.可知,作者在医院和大学里对死亡有了很多了解,所以D项与原文相符。故选C。
8.B 推理判断题。根据第一段中的Fr the past 17 years my life had been very happy. Then the first sad thing happened. My mther became very ill, and sn she knew that she was dying.可知,17年来,“我”的生活非常幸福。然后,第一件令人伤心的事情发生了。“我”的母亲病得很重,很快她就知道自己要死了;结合第四段中I remembered the strm when I was 15; I remembered hw the lightning had destryed the trees.可知,“我”记得15岁时的那场暴风雨;“我”记得闪电是如何摧毁那些树的,由此推断出,“维克托经历了一场暴风雨,看到闪电摧毁了树”先发生,然后维克托的母亲才去世,所以⑤应该排在①的前面,排除A和C;根据第三段中的On my first day at university I met my teacher, Prfessr gave a wnderful talk t all the students可知,在大学的第一天,“我”遇到了“我”的老师,沃尔德曼教授,他给所有即将开始大学生活的学生做了一次精彩的演讲,结合第六段中The prfessr helped me very much, and ther imprtant scientists wh were his friends helped me, t.可知,教授给了“我”很大的帮助,他的其他重要的科学家朋友也帮助了“我”,由此推断出,先是“维克托上了大学,听了教授的讲座”,然后“维克托才得到了教授和其他科学家的帮助”。所以③排在②之前,排除D项。故选B。
【高频词汇】
1.take ne?s place取代某人的位置 2.intelligent adj.聪明的;有理解和学习能力的 3.lightning n.闪电 adj.闪电般的,飞快的;突然的 4.destry v.破坏;消灭;毁灭 5.electricity n.电
6.scientific adj.科学的
长难句分析
原句 I built a tall mast abut 150 meters high, which was higher than the tallest building in the city, t catch lightning and send the electricity dwn t my machine in the lab.
分析 本句为主从复合句。which引导非限制性定语从句,修饰先行词a tall mast;t catch...是不定式短语作目的状语。
句意 我建了一根大约150米高的高天线杆,它比这座城市最高的建筑还要高,用来捕捉闪电,然后把电向下传送到我的实验室的机器上。