適用于新教材2024版高考英語(yǔ)總復(fù)習(xí)：TheMedia北師大版

UNIT6THEMEDIAⅠ.閱讀理解AThemostpopularmartialartstodayoriginatedinAsia,especiallyinChina.Manymartialartswereinventedbecausepeopleneededtodefendthemselvesorprotectothers.Nowadays,peoplelearnmartialartsasawayofkeepingfitorasacompetitivesport,buttheyarestillveryusefulforself-defense.Martialartsareoftenreferredtoaseithersoftorhard.Thesetermsimplyawayofdealingwithyouropponent’sforce.Softmartialarts,suchastaichi,teachyoutouseyouropponent’sforcetodefendyourself.Softstylesuseflowingmovementsandtimingtoavoidtheiropponent’sattacks.Thesemartialartsaresoftforthedefenderbutnotfortheattacker!Ontheotherhand,hardstyles,suchaskungfu,teachyoutodefendyourselfusingforce.Techniquesinvolveblocking,posturingandpowerfulhittingandkicking.Hardmartialartstechniquesaremoreeffectiveifyouaremoreskillful,morepowerfulandfasterthanyouropponent.PerhapsoneofthebestknownJapanesemartialartstodayiskarate.ButdidyouknowthatitsrootsarederivedfromFujianProvince?Inthe4thcentury,acommunityofChinesemigrantsfromFujiansettledinwhatwasthenthekingdomofOkinawa.TheChinesemigrantsusedtogatherinaparktoenjoyculturalactivities—oneofwhichwaskungfu.Thissooncaughttheattentionoflocalyouths,whostartedlearningkungfufromtheirChineseneighbours.Infact,Chineseinfluenceinmartialartswasnotlimitedtokungfu.TheveryfirstKoreanmilitarytrainingguidebookwasbasedonaChineseversion.DuringtheJapaneseinvasionofKoreainthe16thcentury,theKoreanarmyneededaneffectivewaytotrainalargenumberoftroops.TheyadoptedatrainingmethodologyfromaChinesemilitarybookcalledJiXiaoXinShu,writtenbythefamousChinesegeneral,QiJiguang.1.Whydidpeopleinventmartialarts?A.Forkeepingfit.B.Forself-defence.C.Forcompetition. D.Forattackingothers.2.Whichisthecharacterofsoftmartialarts?A.Usingviolencetoattackothers.B.Attackingyouropponent’sweakness.C.Usingsmoothactiontodefendyourselffromdamage.D.Defendingyourselfwithpowerfulhittingandkicking.3.WhospreadKarate?A.Chinesearmy. B.Koreanmilitary.C.Japanesetroops. D.Chinesemigrants.4.WhydidKoreanarmyadoptatrainingmethodologyfromJiXiaoXinShu?A.Totrainsoldiers.B.Tokeepsoldiersfit.C.Toattendculturalactivities.D.ToshowadmirationforQiJiguang.BWhenlearningaforeignlanguage,mostpeoplefallbackontraditionalmethods:reading,writing,listeningandrepeating.ButBrianMathias’researchteamfoundoutthatifyougesturewithyourarmswhilestudying,youcanrememberthevocabularybetter,evenmonthslater.AsMathiasdescribes,theyhad22German-speakingadultslearnatotalof90inventedartificialwordsoverfourdays.Whilethetestsubjectsfirstheardthenewvocabulary,theywereshownavideoofapersonmakingagesturethatmatchedthemeaningoftheword.Whenthewordwasrepeated,thesubjectsperformedthegesturethemselves.Fivemonthslater,theywereaskedtotranslatethevocabularytheyhadlearnedintoGerman.Thosewhoperformedbetteronthetaskshowedahigherlevelofactivityintheirmotorcortex—thepartofthebrainthatisresponsibleforourbodymovements.Theresearchersconcludedthatthemotorcortexcontributedtothetranslationofthevocabularylearnedwithgestures.Theeffectdidnotoccurwhenthesubjectswereonlypresentedwithmatchingpicturesinsteadofgestures.AnotherresearchgroupledbyLeipzighadyoungadultsandeight-year-oldchildrenlistentonewvocabularyforfivedays,pairedwithmatchingpicturesorvideosofgestures.Aftertwomonths,thetwomethodswerestilltied.Butaftersixmonths,theadultsbenefitedmorefromthegesturesthanthepictures,whilethechildrenwerehelpedequallybyboth.Butitisnotonlythemotorcomponentitselfthatpromoteslearning.Themeaningconveyedbythegesturealsofiguresin.“Ithinkweunderusegesturesinourclassrooms,”Goldin-Meadowsays.“Goodteachersandgoodlistenersuseit,butnotalwaysinasystematicway.Othersdon’tnecessarilybringitintotheclass—anditcouldbeusedmoreoftenandmoreeffectively.”

5.WhatisthefindingofBrianMathias’research?A.Translationhelpsvocabularybuilding.B.Motorcortexinterpretsbodylanguage.C.Gesturesfacilitatevocabularylearning.D.Memoryimproveswithregularpractice.6.WhatdoesLeipzig’sresearchtellusaboutlanguagelearning?A.Adultsandchildrenareequallyefficientlearners.B.Pictureshavelittleinfluenceonlanguagelearning.C.Picturesarefoundmorehelpfulthanvideosforchildren.D.Benefitsofgesturesaremoreevidentinadultsinthelongrun.7.Whatdotheunderlinedwords“figuresin”inthelastparagraphmean?A.Makesadeal. B.Playsapart.C.Takesachance. D.Givesawarning.8.Whatdoestheauthorsuggestteachersdointheclassroom?A.Makebetteruseofgestures.B.Teachlisteninginasystematicway.C.Abandontraditionalteachingmethods.D.Dosomeacademicresearchesonteaching.Ⅱ.完形填空(2022山東煙臺(tái)三模)Ontheweekend,Iwenttothebeachnearbyforsomequalitytimewithmyself.Aftera1week,Iwantedaplacetobealone,2onwhatIdidinthepast.Afewhourslater,Inoticedagirlof8or9buildingalittlesandcastlewithamoat(護(hù)城河)arounditandtryingto3themoatwithwater.

Therebeingnocontainer4,shewouldgotothewaves,5herhandsandthenwalkbacktoherlittlecastle.Sadly,notmuchwaterwasmakingtothemoat.Butshekepttrying6.SoIwishedIcouldhelpherout,7,Ididn’thaveacontainerwithme.

Aswatchingher,suddenlyI8thatIhadabottleofwaterinmybag.Iquickly9in,tookitout,andwalkedovertohandittoher.

10atfirst,shesmiledbutshookherheadshyly.Ireassuredherthatitwouldmakegettingthewatermuchfaster.ShefinallytookitfrommyhandsafterI11.Notwantinghertofeel12,Iwalkedoffthebeachrightaway.

Inthelargerschemeofthings,itwasatiny13.Butinmyheart,Ialsoknowthatwhenshenoticessomeoneneedshelpinherlife,maybe,shewouldrecallthislittlerandom14ofkindnessbyastranger,whichwouldmakehermorelikelyto15andgiveahand.

1.A.rough B.calmC.smooth D.cheerful2.A.carrying B.dependingC.reflecting D.focusing3.A.cover B.packC.decorate D.fill4.A.appropriate B.availableC.alternative D.absent5.A.fasten B.raiseC.cup D.wave6.A.hopefully B.proudlyC.desperately D.curiously7.A.therefore B.otherwiseC.rather D.however8.A.realized B.desiredC.confirmed D.imagined9.A.broke B.dugC.pushed D.bent10.A.Embarrassed B.SatisfiedC.Confused D.Moved11.A.scolded B.insistedC.praised D.ordered12.A.self-conscious B.strong-willedC.reliable D.open-minded13.A.plan B.suggestionC.example D.gesture14.A.idea B.chanceC.act D.project15.A.breakthrough B.settleforC.bringforward D.jumpinⅢ.應(yīng)用文寫作假定你是李華,你的英國(guó)筆友Steve對(duì)中國(guó)美食很感興趣,他想讓你推薦一種中國(guó)傳統(tǒng)美食。請(qǐng)給他回信,內(nèi)容包括:1.推薦的美食;2.推薦的理由;3.希望他有機(jī)會(huì)能來(lái)中國(guó)品嘗美食。注意:1.詞數(shù)80左右;2.可適當(dāng)增加細(xì)節(jié),以使行文連貫。DearSteve,____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHuaUNIT6THEMEDIAⅠ.【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文。文章主要介紹了中國(guó)武術(shù)發(fā)明的原因以及不同類型武術(shù)的特點(diǎn),以及中國(guó)的武術(shù)對(duì)周邊國(guó)家的影響。1.B細(xì)節(jié)理解題。根據(jù)第一段中的“Manymartialartswereinventedbecausepeopleneededtodefendthemselvesorprotectothers.”可知,人們發(fā)明了武術(shù)是為了自衛(wèi)或保護(hù)他人。2.C細(xì)節(jié)理解題。根據(jù)第二段中的“Softmartialarts,suchastaichi,teachyoutouseyouropponent’sforcetodefendyourself.Softstylesuseflowingmovementsandtimingtoavoidtheiropponent’sattacks.”可知,軟武術(shù)的特點(diǎn)是使用流暢的動(dòng)作和合適的時(shí)機(jī)來(lái)保護(hù)自己免受傷害。3.D細(xì)節(jié)理解題。根據(jù)第三段中的“Inthe4thcentury,acommunityofChinesemigrantsfromFujiansettledinwhatwasthenthekingdomofOkinawa...Chineseneighbours.”可知,中國(guó)移民傳播了空手道。4.A細(xì)節(jié)理解題。根據(jù)最后一段中的“DuringtheJapaneseinvasionofKoreainthe16thcentury,theKoreanarmyneededaneffectivewaytotrainalargenumberoftroops.TheyadoptedatrainingmethodologyfromaChinesemilitarybookcalledJiXiaoXinShu,writtenbythefamousChinesegeneral,QiJiguang.”可知,韓國(guó)軍隊(duì)采用《紀(jì)效新書》的訓(xùn)練方法是為了訓(xùn)練士兵?！菊Z(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文。研究表明人們?cè)趯W(xué)習(xí)時(shí)通過(guò)做手勢(shì)能更好地記住詞匯,文章介紹了這一研究開(kāi)展的過(guò)程以及手勢(shì)在學(xué)習(xí)過(guò)程中發(fā)揮的重要作用。5.C細(xì)節(jié)理解題。根據(jù)第一段中的“ButBrianMathias’researchteamfoundoutthatifyougesturewithyourarmswhilestudying,youcanrememberthevocabularybetter,evenmonthslater.”可知,BrianMathias的研究發(fā)現(xiàn)做手勢(shì)有助于詞匯記憶。故選C項(xiàng)。6.D細(xì)節(jié)理解題。根據(jù)第三段中的“Aftertwomonths,thetwomethodswerestilltied.Butaftersixmonths,theadultsbenefitedmorefromthegesturesthanthepictures,whilethechildrenwerehelpedequallybyboth.”可知,從長(zhǎng)遠(yuǎn)來(lái)看,靠手勢(shì)記單詞的好處在成年人中更為明顯。故選D項(xiàng)。7.B詞義猜測(cè)題。根據(jù)最后一段中的“Butitisnotonlythemotorcomponentitselfthatpromoteslearning.Themeaningconveyedbythegesturealsofiguresin.”可知,第二句在語(yǔ)義上是第一句的遞進(jìn),說(shuō)明手勢(shì)傳遞的意義也很重要,起了作用,所以Playsapart與畫線詞語(yǔ)意思最接近。

8.A推理判斷題。根據(jù)最后一段中的“Goodteachersandgoodlistenersuseit,butnotalwaysinasystematicway.Othersdon’tnecessarilybringitintotheclass—anditcouldbeusedmoreoftenandmoreeffectively.”可知,教師應(yīng)在課堂更好地使用手勢(shì)。Ⅱ.【語(yǔ)篇導(dǎo)讀】本文是一篇記敘文。文章講述了作者在海邊遇到一個(gè)用雙手捧水的小女孩,他幫助了她,把自己的瓶子給她做容器。最后作者相信自己的善意會(huì)從小女孩這里開(kāi)始得到傳遞。1.A根據(jù)上文“forsomequalitytimewithmyself”和下文“wantedaplacetobealone”可推知,作者應(yīng)該是剛度過(guò)了艱難的一周。2.C根據(jù)句中“wantedaplacetobealone”和“whatIdidinthepast”可推知,作者想要獨(dú)處,反思。3.D根據(jù)第二段中的“Sadly,notmuchwaterwasmakingtothemoat.”可知,小女孩想用水裝滿護(hù)城河。4.B根據(jù)下文“shewouldgotothewaves,herhandsandthenwalkbacktoherlittlecastle”可知,小女孩沒(méi)有容器可用,只能用手捧水。故選B項(xiàng)。

5.C根據(jù)上文“Therebeingnocontainer”可推知,沒(méi)有容器裝水,只能把雙手窩成杯狀去捧水。6.A根據(jù)“Butshekepttrying”可推知,女孩沒(méi)有放棄,仍抱有希望。故選A項(xiàng)。7.D根據(jù)句意可知,盡管