【英语】2020届牛津版高三英语一轮复习：课时作业二十五模块5Unit1Gettingalongwithothers1

【英语】2020届牛津版高三英语一轮复习：课时作业二十五模块5Unit1Gettingalongwithothers1

课时作业 二十五 　模块5　Unit 1 Getting along with others 1‎ 建议时间 / 40分钟 ‎　　　　　　　　　　　　　　　　　　　　‎ 基础检测 Ⅰ.词形转换 ‎1.The temperature of Mount Tai is　　　　(cheer) pleasant in autumn and spring.  ‎ ‎2.As a story of love, faith and　　　　(forgive), it follows the journey of Deng Fei, a college student from Beijing, to the mythical mountain.  ‎ ‎3.India and other developing countries make a similar 　　　　(argue).  ‎ ‎4.Neither Wong nor HKI has issued a public　　　　(apologize) to the people they hurt, physically or emotionally.  ‎ ‎5.You are the most　　　　(gift) young teacher in this city.  ‎ Ⅱ.单句填空 ‎6.They returned to their school,　　　　(laugh) and 　　　　(sing).  ‎ ‎7.Be careful when you deal with this chemical, as it will explode when　　　　(expose) to sunlight.  ‎ ‎8.It　　　　(be) two years since he began to smoke.  ‎ ‎9.　　　　I admit his good points, I can see his shortcomings.  ‎ ‎10.They also did exercise to replace negative thoughts with　　　　(hope) ones.  ‎ Ⅲ.短语填空 regardless of, get through, be cautious about,end up with, be based on ‎11.It　　　　　　　　their own ideas of how they do their jobs and how computers might work.  ‎ ‎12.I　　　　　　　　expressing my opinions in public.  ‎ ‎13.Everyone is welcome, 　　　　　　　　age or sex.  ‎ ‎14.I don't know how poor people　　　　　　　　those cold winters.  ‎ ‎15.We travelled a long way only to find all the efforts　　　　　　　　nothing.  ‎ Ⅳ.句型训练 ‎16.He told me a lot of things about the Olympics after returning from Rio de Janeiro. I think he　　　　　　　　　　　　the Olympics. (肯定的推测) ‎ 他从里约热内卢回来后给我讲了许多奥运会的情况。我想他肯定看奥运会了。‎ ‎17.At first I　　　　　　　　　　　　John could predict the result of the football match correctly. (时态) ‎ 起初我认为约翰不能正确预测足球比赛的结果。‎ ‎18.The parents　　　　　　　　　　　　 when they saw their lost son. (can't help doing sth) ‎ 当他们见到走失的儿子时,这对父母忍不住放声大哭。‎ ‎19.　　　　　　　　　　　　, he said it was his duty. (状语从句的省略) ‎ 当被问到他为什么做此事时,他说这是他的职责。‎ ‎20.If we　　　　　　　　　　　five minutes earlier, we　　　　　　　　　　the train. (虚拟语气) ‎ 如果我们早5分钟出发,我们就可以赶上火车了。‎ 能力提升 Ⅴ.阅读理解 A 词数:343 　主题:友谊 　文体:记叙文 He was there every morning, sitting motionless on the front steps of his house.In the morning light,I could see the shadows that were etched(蚀刻) deep within the lines surrounding his eyes.‎ Each morning I walked this route with my daughter to her kindergarten class.We were new to the neighbourhood so that I didn't know many of my neighbours.On one beautiful autumn morning,as we passed his house,my daughter called out to him,“Hi,Mr Man!” Always the outgoing child,I wasn't surprised at her enthusiasm.But her cheerfulness soon faded when the man didn't look at her and say “Hi” back.‎ As we continued on our walk to school,my daughter asked why the man didn't want to say hi to her.Because I didn't have an answer,I said simply,“Maybe he is having a bad day.”Later I knew that Bob lost his wife in a car accident.‎ A few days later,as we approached Bob's house on our way to school,my daughter called out “Hi,Mr Man!” and as usual,he didn't respond.But then she ran onto his front lawn and picked up a beautiful red autumn leaf.She continued up one step and handed it to him.I held my breath.‎ As she skipped back to me,she said,“See you tomorrow,Mr Man!” This time,he acknowledged her.In a soft gentle voice,he thanked her and said,“See you tomorrow.”‎ From then on,Bob and my daughter exchanged greetings each morning.Our friendship with Bob continued for many years.But,the sweetest day is when Bob attended my daughter's high school graduation.Bob gave my daughter a gift—a book on identifying various plants and trees.There,tucked in the pages that described an oak tree,was the leaf my daughter had given to Mr Man when they first met.He had dried and pressed it and kept it all those years.‎ ‎21.What puzzled the girl?‎ A.The cause of the man's sadness.‎ B.The shadows in the man's eyes.‎ C.The man's sitting still on the steps.‎ D.The man's not answering her greeting.‎ ‎22.How did the author feel when his daughter gave a red leaf to the man?‎ A.Proud. B.Nervous.‎ C.Embarrassed. D.Comfortable.‎ ‎23.Why did Bob keep that little red leaf? ‎ A.It was care from a girl.‎ B.It was a symbol of enthusiasm.‎ C.It was a reminder of his painful days.‎ D.It represented the knowledge of trees.‎ ‎24.Which of the following can be the best title for the text?‎ A.A simple red leaf B.A strange neighbour C.An unusual friend D.A greeting from a girl B 词数:335 　主题:友谊 　文体:记叙文 To personal trainer Sammy Callari, 13-year-old Parker Seward is more than a client(客户). He's his “little brother”. Over the past year, the pair have bonded. They play basketball together, share meals and dance to hip-hop like no one's watching.‎ The trainer was asked to work with the 13-year-old boy, who has Down syndrome(唐氏综合征), because his co-worker who dealt with the boy was out of town last spring. Callari had never worked with someone with a disability before. He was anxious the first day he met Parker. But Parker's big smile and cheery introduction immediately put him at ease. He reminded Callari of himself when he was a teenager. Like Parker, Callari has also faced his fair share of challenges over the years.‎ As a high schooler, Callari described himself as being the weak kid. When it came to sports, he was always overlooked. His dream of playing baseball in college quickly faded away. When he went to college, Callari turned to a new sport. His younger brother trained him to become a boxer. Callari participated in five matches. Out of four of those fights he was the underdog, and he won three times. “I know how it feels,” Callari said. “Society tells you that you can't do this, you can't do that.” When it comes to Parker, Callari refuses to accept the word “can't”.‎ The friends meet twice a week to train. They bike, box, run and work on their core with push-ups. Parker has a short attention span, so it's Callari's job to keep him focused. “If Parker can do it, and he's having fun, even ‎ with his frustration, then people will ask, ‘Why can't I do that?’” Callari said. “That's the whole task right now.”‎ Callari recalls Parker's mum once thanking him for taking a “chance” on her son. Callari told her he never viewed it that way. Parker may be the student, but Callari says he's also the one who's learning. ‎ ‎25. Why was Callari asked to train Parker?‎ A.They shared the same interests.‎ B.Parker's parents had faith in Callari.‎ C.Callari was an expert in Down syndrome.‎ D.Callari took place of his absent colleague.‎ ‎26. What can we learn about Callari when he was in high school?‎ A.He was good at sports.‎ B.He was out of condition.‎ C.He was looked down upon by everyone.‎ D.He was influenced deeply by his brother.‎ ‎27. What does the underlined part “that way” in Paragraph 5 mean?‎ A.Parker's story is an inspiration to many.‎ B.Parker's progress is due to Callari's effort.‎ C.Callari is also learning from Parker in the course.‎ D.Parker is not only a client but also a friend to Callari.‎ ‎28. What does the text mainly talk about? ‎ A.An inspiring story of a disabled boy.‎ B.A high schooler suffering lots of failure.‎ C.The friendship between a disabled boy and his personal trainer.‎ D.Ways of developing friendship with the boy with Down syndrome.‎ Ⅵ.语法填空 By good fortune, I was able to raft down the Motu River in New Zealand 29.　　　　 (two) during last year. ‎ The first journey 30.　　　　 (lead) by Buzz, an American guide with a lot of rafting experience. The first half day was spent 31.　　　　 (develop) teamwork. The discipline of following commands 32.　　　　 question was necessary. In rapids, we 33.　　　　 (fight) against the river and overcame it. We took the raft exactly 34.　　　　 Buzz wanted it to go. At the end of the journey, we were all excited and happy 35.　　　　 we won. The guide on the second journey was very soft-spoken. It seemed that it would be 36.　　　　 (possible) to hear his voice above the noise of the rapids. He didn't try to take command of us or the river. At the end of the journey, the river became our friend, but not our enemy. The quiet guide was not our leader, but only the person whose sensitivity was more ‎ developed than 37.　　　　 (we). ‎ ‎38. 　　　　(give) the opportunity to choose a leader, everyone would have chosen someone like Buzz. However, at the end of the second journey, we had a different vision. ‎ 课时作业(二十五)‎ Ⅰ.1.cheerfully　2.forgiveness　3.argument ‎4.apology　5.gifted Ⅱ.6.laughing; singing　7.exposed ‎8.is/has been　9.While　10.hopeful ‎ Ⅲ.11.is based on　12.am cautious about ‎13.regardless of　14.got through ‎15.ended up with ‎ Ⅳ.16.must have watched　17. didn't think ‎18.couldn't help crying ‎19.When asked why he did the matter ‎20.had set out; could have caught Ⅴ. A ‎【文章大意】 本文是一篇记叙文。作者的女儿是一个活泼外向的女孩,看到了悲伤的鲍勃,主动打招呼,却没有得到回应。后来知道了这个男人的悲伤,作者的女儿送给了他一片红色的秋叶,温暖了他的心,从此开始了他们之间的友谊。‎ ‎21.D　细节理解题。根据第三段第一句中的“…my daughter asked why the man didn't want to say hi to her.”可知,女孩对于那个男人不和她打招呼很困惑。故选D。‎ ‎22.B　推理判断题。根据第四段最后两句“She continued up one step and handed it to him.I held my breath.”可知,当作者的女儿捡起一片红色的秋叶给那个男人时,作者屏住了呼吸。再根据前文可知,这个男人在车祸中失去了妻子,女儿以前和他打招呼,他都没有回应,所以作者感到紧张。故选B。‎ ‎23.A　推理判断题。根据文中所述可知鲍勃在车祸中失去妻子之后,心情极度低落。即使他没有反应,作者的女儿还与他打招呼,甚至还送给他一片红色的秋叶,这一切都表达了小姑娘对他的关心。故选A。‎ ‎24.A　主旨大意题。根据文章内容可知,作者的女儿送给了鲍勃一片红色的秋叶,这不仅打破了僵局,也温暖了鲍勃的心。所以最好的标题是A项。‎ B ‎【文章大意】 本文是一篇记叙文。文章主要讲了一个患有唐氏综合征的男孩和他的私人教练之间的故事,与其说他们是师生,倒不如说他们是朋友。‎ ‎25.D　细节理解题。根据第二段第一句“The trainer was asked to work with the 13-year-old boy, who has Down syndrome(唐氏综合征), because his co-worker who dealt with the boy was out of town last spring.”可知,Callari被要求来指导Parker,是因为Callari的同事不在城里,需要Callari来代替他,故选D。‎ ‎26.B　细节理解题。根据第三段第一句“As a high schooler, Callari described himself as being the weak kid.”可知,Callari在读高中时,身体健康状况不好,故选B。‎ ‎27.B　词义猜测题。根据最后一段第一句“Callari recalls Parker's mum once thanking him for taking a ‘chance’ on her son.”可知,“Callari told her he never viewed it that way.”这句话的意思是“Callari告诉Parker的母亲,他并不认为Parker的进步归功于自己的努力”,故选B。‎ ‎28.C　主旨大意题。根据第一段的点题可知,本文主要讲了一个患有唐氏综合征的男孩和他的私人教练之间的故事,与其说他们是师生,倒不如说他们是朋友,故选C。‎ Ⅵ.【文章大意】 本文是一篇记叙文。文章主要讲述了作者沿新西兰Motu River的两次乘筏之旅。‎ ‎29.twice　考查序数词。根据语境可知,此处表示两次的含义,故用序数词twice在句子中作状语,与下文on the second journey呼应。‎ ‎30.was led　考查动词的时态和语态。根据介词by提示可知,此处表示被动的概念,且与上文last year呼应,故用一般过去时的被动语态形式。‎ ‎31.developing　考查非谓语动词。根据固定词组搭配:spend time doing sth花费时间做某事,可知此处用动名词作宾语补足语。‎ ‎32.without/beyond　考查介词。根据语境following提示可知,此处表示听从指挥,不要质疑,故用介词without/beyond。‎ ‎33.fought　考查动词的时态。与下文“We took the raft…”呼应可知,此处在陈述过去发生的事情,故用一般过去时。‎ ‎34.where　考查连词。where引导状语从句,在从句中作地点状语,和语境go呼应。‎ ‎35.because/that　考查连词。根据语境可知,上下句表示逻辑上的因果关系,前果后因,故用连词because/that。‎ ‎36.impossible　考查词形转换。根据上文“The guide on the second journey was very softly-spoken.”可推知,此处表示“不可能”的含义,故用反义形容词,在句子中作表语。‎ ‎37.ours　考查代词。与语境whose sensitivity呼应可知,此处用名词性物主代词作宾语。‎ ‎38.Given　考查非谓语动词。give和句子谓语chosen之间没有连词,故用非谓语,且give和句子主语everyone之间构成逻辑上的被动关系,故用过去分词作条件状语。‎