2020版高考英語(yǔ)總復(fù)習(xí) Unit 4 Pygmalion課時(shí)作業(yè)（含解析）新人教版選修8.docx

《2020版高考英語(yǔ)總復(fù)習(xí) Unit 4 Pygmalion課時(shí)作業(yè)（含解析）新人教版選修8.docx》由會(huì)員分享，可在線閱讀，更多相關(guān)《2020版高考英語(yǔ)總復(fù)習(xí) Unit 4 Pygmalion課時(shí)作業(yè)（含解析）新人教版選修8.docx（6頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

Unit4 Pygmalion Ⅰ.閱讀理解 A Strongestfemaleliterarycharactersofalltime Therearesomeofhistory??smostinspiringandgreatfemaleswhocanbefoundonthepagesofthesenovels. ElizabethBennet Called “Lizzy” or “Eliza” byherfamilyandfriends,ElizabethBennetisthestubbornandcleverheroinefromthe1813JaneAusten??snovelPrideandPrejudice.She??sthesecondeldestoffivedaughtersintheBennetfamilyand,liketherestofhersisters,sheisexpectedtomarryforstatusandmoney,notforlove.Toremaintruetoherself,shewouldratherremainsingle,aconceptthatwasunheardatthetime. NancyDrew Shefirstappearedin1930butremainsoneofthemosticonicfemalecharactersinallofliterature.CreatedbyEdwardStratemeyer,NancyDrewwasn??tsimplyaprettygirl.Instead,thebold,physicallystrong,andfiercelyintelligentNancyusedhersuperiorintelligence—notherlooks—tosolveaseriesofmysteries. JosephineMarch JoMarchisthesecondeldestdaughterintheMarchfamilyandisacentralfocusinthenovelLittleWomen,publishedbyLouisaMayAlcottin1868and1869.At15,sheisstrong-willed,confident,andliterary,andunlikehersisters,sheisoutspokenanduninterestedinmarriage.Jobothstruggleswithandchallengessociety??sexpectationsofhowwomeninthe19thcenturyshouldcarrythemselves,makingheroneoftheliterature??smostdaringfemalecharacters. HesterPrynne Recognizedbysomecriticsasoneofthemostimportantcharactersinfemaleliterature,HesterPrynneistheleadingcharacterinNathanielHawthorne??s1850novelTheScarletLetter.Marriedbutseparatedbydistancefromherhusband,Hesterhasanaffairwithaministerandbecomespregnant. 1.WhywouldElizabethBennetratherremainsingle? A.Sheistoostubborn. B.Shedoesn??twanttocheatherself. C.Shedoesn??twanttomarryforlove. D.Shewastheeldestdaughterofthefamily. 2.WhatisNancyDrewlike? A.Kind. B.Outspoken. C.Clever. D.Proud. 3.WhocreatedJosephineMarch? A.JaneAusten. B.EdwardStratemeyer. C.LouisaMayAlcott. D.NathanielHawthorne. B Genealogy,alsoknownasfamilyhistory,isthestudyoffamiliesandthetrackingoftheirlineages(家系)andhistory.Genealogistsuseoralinterviews,historicalrecords,geneticanalysis,andotherrecordstoobtaininformationaboutafamilyandtoprovekinship(親屬關(guān)系)andlineagesofitsmembers.Theresultsareoftendisplayedinchartsorwrittenasdescriptions. Thepursuitoffamilyhistoryandoriginstendstobeshapedbyseveralmotives,includingthedesiretocarveoutaplaceforone??sfamilyinthelargerhistoricalpicture,asenseofresponsibilitytopreservethepastforfuturegenerations,andasenseofself-satisfactioninaccuratestorytelling. Incommunitariansocieties,one??sidentityisestablishedasmuchbyone??skinnetworkasbyindividualachievement,andthequestion “Whoareyou?” wouldbeansweredbyadescriptionoffather,mother,andlineages.NewZealandMaori,forexample,learngenealogiestodiscoverwhotheyare. InsocietiessuchasAustraliaortheUnitedStates,therewasbythe20th-centurygrowingprideinthepioneersandnation-builders.Establishingdescent(血統(tǒng))fromthesewas,andis,importanttosuchgroupsastheDaughtersoftheAmericanRevolution(DAR). Modernfamilyhistoryexploresnewsourcesofstatus,suchascelebratingtherebirthoffamiliesthatsurvivedgenerationsofpovertyorslavery,orthesuccessoffamiliesincombiningacrossracialornationalboundaries.Somefamilyhistoriesevenemphasizelinkstocelebritycriminals,suchasthebushranger(綠林好漢)NedKellyinAustralia. Thegrowinginterestinfamilyhistoryinthemediacoupledwitheasieraccesstoonlinerecordshasallowedthosewhoarecurioustodosotostartinvestigatingtheirancestry.Thiscuriositycanbeparticularlystrongamongthosewhosefamilyhistorieswerelostorunknowndueto,forexample,adoptionorseparationfromfamily,perhapsasaresultofbereavement(喪親之痛). 4.Whichofthefollowingisconnectedwithgenealogy? A.TheDNAtests. B.Historicalnovels. C.Politicalpositions. D.Educationstandards. 5.Whatisthemeaningoftheunderlinedword “motives” inParagraph2? A.Results. B.Drives. C.Categories. D.Causes. 6.WhydoMaoristudygenealogies? A.Togetachievements. B.Tolearntheirorigins. C.Tochangetheiridentities. D.Tocreatetheirkinnetwork. 7.WhatdoweknowaboutgenealogyfromParagraph4? A.DARisagenealogyorganization. B.Organizationshavetheirgenealogy. C.Australiaisapioneeringenealogy. D.Genealogyinspiresthelovefornation. Ⅱ.語(yǔ)法填空 閱讀下面短文,在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。 Chineseoraclebonescript(甲骨文)over3,000yearsoldisnowbeingwidelyusedasemojisbyyoungWeChatusers,thankstoapersonwhomadethem1.　　　　(close)topeople??slifethanbefore. “Theancientcharactersarenotascoolanddistant2.　　　　theyaresupposedtobe,” saidthe3.　　　　(create)ChenNan. “Infact,theyarecuteandhumorous,andtheycouldtotallyserveourneedsforonlineexpression.” 4.　　　　46-year-oldprofessoroffineartatTsinghuaUniversityhasbeenworkingtomakeoraclebonescriptintoemojis.Forexample,thecharacterfor “zui”,5.　　　　means “drunk” inEnglish,wascreated6.　　　　(look)likeastumblingfigure. ChenhasalsocombinedtheancientChinesecharacterswithcartoonfigures.Acartoonvideoclip7.　　　　(feature)oraclebonescriptdesignedbyhimwasviewed31milliontimesandshared140,000times. Chenworkedontheroadofinnovation19yearsago.In2016,theancienttypeface8.　　　　(include)intothefontlibraryunderhiseffortstolettheancientwordswalkintopeople??slife.Nowthelibraryhasasmanyas3,500characters,9.　　　　Chen??sresearchontheprojectstillcontinues,asheplanstoextendthelibraryto7,000characters.Inthefuture,hewillapplytheancientcharacters10.　　　　educationanddevelopmentofgamesandapps. Ⅲ.短文改錯(cuò) LastmonthourschoolheldaReadingWeek,whichaimwastoencouragethestudentstoreadwide.Duringtheweek,book-loversrecommendedaplentyofgoodbookssuitableforhighschoolstudents.Inaddition,twofamouswritersareinvitedtogivelecturesonhowtounderstandandappreciateliterarywork.Thepoetryreadingcontestwasanotheramazedactivityforthestudentstobringhistalentintofullplay.Allthecontestantstookturnsreadtheirfavouritepoemstotheaudience.WeallfindtheReadingWeekverybenefit.Ithasnotonlyenrichedourschoollife,andhelpedusformthehabitofreading. Ⅳ.書(shū)面表達(dá) 假定你是李華,正在教你的英國(guó)朋友Leslie學(xué)習(xí)漢語(yǔ)。請(qǐng)你寫(xiě)封郵件告知他下次上課的計(jì)劃。內(nèi)容包括: 1.時(shí)間和地點(diǎn); 2.內(nèi)容:學(xué)習(xí)唐詩(shī); 3.課前準(zhǔn)備:簡(jiǎn)要了解唐朝的歷史。 注意:1.詞數(shù)100左右; 2.可以適當(dāng)增加細(xì)節(jié),以使行文連貫。 課時(shí)作業(yè)(三十九) Ⅰ.A 【文章大意】 本文是一篇人物類說(shuō)明文。文章主要介紹了四個(gè)小說(shuō)中最鼓舞人心、最偉大的女性人物。 1.B　細(xì)節(jié)理解題。根據(jù)ElizabethBennet中“…liketherestofhersisters,sheisexpectedtomarryforstatusandmoney,notforlove.Toremaintruetoherself,shewouldratherremainsingle…”可知ElizabethBennet不想為金錢(qián)和地位結(jié)婚,想保持真我,所以寧愿保持單身。故選B項(xiàng)。 2.C　細(xì)節(jié)理解題。根據(jù)NancyDrew中“…thebold,physicallystrong,andfiercelyintelligentNancyusedhersuperiorintelligence—notherlooks—tosolveaseriesofmysteries.”可知NancyDrew勇敢、強(qiáng)壯和聰明,clever是她的一個(gè)特征。故選C項(xiàng)。 3.C　細(xì)節(jié)理解題。根據(jù)JosephineMarch中“JoMarchisthesecondeldestdaughterintheMarchfamilyandisacentralfocusinthenovelLittleWomen,publishedbyLouisaMayAlcottin1868and1869.”可知 JosephineMarch是LouisaMayAlcott在1868年出版的小說(shuō)LittleWomen中的中心人物。故選C項(xiàng)。 B 【文章大意】 本文是一篇說(shuō)明文。文章主要介紹了宗譜學(xué)的相關(guān)研究。 4.A　推理判斷題。根據(jù)第一段第二句“Genealogistsuseoralinterviews,historicalrecords,geneticanalysis,andotherrecordstoobtaininformationaboutafamilyandtoprovekinship(親屬關(guān)系)andlineagesofitsmembers.”可推知,宗譜學(xué)和驗(yàn)證人們身份的DNA測(cè)試有關(guān)聯(lián),故選A。 5.B　詞義猜測(cè)題。根據(jù)第二段的關(guān)鍵詞thedesire,asenseofresponsibility和asenseofself-satisfaction可推知,impetus為驅(qū)動(dòng)力的含義,故選B。 6.B　推理判斷題。根據(jù)第三段最后一句“NewZealandMaori,forexample,learngenealogiestodiscoverwhotheyare.”和對(duì)第三段的整體理解可推知,Maori研究宗譜學(xué)是為了追宗求源,故選B。 7.D　推理判斷題。根據(jù)第四段中“InsocietiessuchasAustraliaortheUnitedStates,therewasbythe20th-centurygrowingprideinthepioneersandnation-builders.”和對(duì)本段的整體理解可推知,研究宗譜學(xué)可以增強(qiáng)人們的愛(ài)國(guó)熱情,故選D。 Ⅱ.【文章大意】 本文是一篇說(shuō)明文。文章主要講述了中國(guó)有著3000多年歷史的甲骨文正在被年輕的微信用戶們作為表情包廣泛使用。 1.closer　考查形容詞比較級(jí)。與語(yǔ)境中比較級(jí)符號(hào)than呼應(yīng)可知,此處用形容詞比較級(jí)形式作賓語(yǔ)補(bǔ)足語(yǔ)。 2.as　考查連詞。as…as…意為“像……一樣”,引導(dǎo)比較狀語(yǔ)從句,符合語(yǔ)境。 3.creator　考查詞性轉(zhuǎn)換。根據(jù)語(yǔ)境中said可知,此處表示人的概念,故用名詞creator。 4.The　考查冠詞。professor是指上文提到的ChenNan,表示特指,故用定冠詞the修飾。 5.which　考查定語(yǔ)從句。which引導(dǎo)非限制性定語(yǔ)從句,在從句中作主語(yǔ),修飾先行詞thecharacterfor “zui”。 6.tolook　考查非謂語(yǔ)動(dòng)詞。此處不定式作目的狀語(yǔ),和句子謂語(yǔ)create之間沒(méi)有連詞。 7.featuring　考查非謂語(yǔ)動(dòng)詞。feature和句子謂語(yǔ)view之間沒(méi)有連詞,和句子主語(yǔ)acartoonvideoclip構(gòu)成邏輯上的主動(dòng)關(guān)系,故用現(xiàn)在分詞作定語(yǔ)。 8.wasincluded　考查動(dòng)詞時(shí)態(tài)和語(yǔ)態(tài)。與語(yǔ)境in2016呼應(yīng)可知,此處表示過(guò)去發(fā)生的事情,且include和句子主語(yǔ)theancienttypeface構(gòu)成邏輯上的被動(dòng)關(guān)系,故用一般過(guò)去時(shí)的被動(dòng)語(yǔ)態(tài)。 9.but/yet　考查連詞。根據(jù)語(yǔ)境可知,上下句表示邏輯上的轉(zhuǎn)折關(guān)系,故用連詞but/yet。 10.to　考查介詞。apply…to…意為“把……應(yīng)用于……”,符合語(yǔ)境,故用介詞to。 Ⅲ.LastmonthourschoolheldaReadingWeek,whichaimwastoencouragethestudentstoreadwide.Duringthe whosewidely week,book-loversrecommendedaplentyofgoodbookssuitableforhighschoolstudents.Inaddition,twofamouswritersareinvitedtogivelecturesonhowtounderstandandappreciateliterarywork.Thepoetryreadingcontestwas wereworks anotheramazedactivityforthestudentstobringhistalentintofullplay.Allthecontestantstookturns∧toreadtheir amazingtheir favouritepoemstotheaudience.WeallfindtheReadingWeekverybenefit.Ithasnotonlyenrichedourschool life, beneficial andhelpedusformthehabitofreading. but Ⅳ.Onepossibleversion: DearLeslie, IamveryhappythatyouhavemadegreatprogressinlearningChineseandyouareinterestedinChineseculture.NowI??lltellyouthenextlearningprogramme.OnJuly20intheLectureHall,wearegoingtolearnpoemsoftheTangDynastywhichyouareinterestedin.Asaforeignlearner,itisdifficultforyoutounderstandthetruemeaningandthecultureofthem.Therefore,beforeclass,youcanreadsomebooksrelatedtothehistoryoftheTangDynastytobetterappreciatethepoems. BesuretogototheLectureHallontime.Youcannotmissthewonderfulpoems. Bestwishes. Yours, LiHua