Unit5IntotheunknownDevelopingideas課后檢測(cè)練-2021-2022學(xué)年高中英語(yǔ)外研版（2019）選擇性必修第四冊(cè) 含答案

Unit5Intotheunknown----Developingideas

一、翻譯句子

1.由于埋頭工作，他沒(méi)有注意到時(shí)間已經(jīng)很晚了。（過(guò)去分詞作狀

語(yǔ)）

2.他會(huì)不會(huì)講法語(yǔ)并不重要。（Itdoesn'tmatter句型）

3.在老師的幫助下，他的英語(yǔ)進(jìn)步很大。（with復(fù)合結(jié)構(gòu)）

4.你聽(tīng)說(shuō)他在比賽中獲得一等獎(jiǎng)的消息了嗎？（同位語(yǔ)從句）

5.很可能她已經(jīng)到達(dá)了目的地。（itislikelythat從句）

二、完形填空

Hehasbeencalledthe“missinglink”.Half-man,half-

beast.Heissupposedtoliveinthehighestmountaininthe

world—MountQomolangma.

HeisknownastheAbominableSnowman.The]ofthe

Snowmanhasbeenaroundfor2Climbersinthe1920s

reportedfindingmarkslikethoseofhumanfeethighuponthe

sideofMountQomolangma.Thenativepeoplesaidthey3

thiscreatureandcalleditthe"Yeti”,andtheysaidthatthey

hadevencaughtYetisontwooccasions4nonehaseverbeen

producedasevidence.

Overtheyears,thestoryoftheYetishas5.In1951,

EricShiptontookphotographsofasetoftracksinthesnow

ofQomolangma.Shiptonbelievedthattheywerenot6the

tracksofamonkeyorbearandfeltthattheAbominableSnowman

mightreally7

FurthereffortshavebeenmadetofindoutaboutYetis.But

theonlythingspeoplehaveeverfoundweremore

footprints.Mostbelievethefootprintsarenothingmorethan

8animaltracks,whichhadbeenmade9astheymelted（融

化）andrefrozeinthesnow.10,in1964,aRussianscientist

saidthattheAbominableSnowmanwasrealandwasaremaining

linkwiththeprehistorichumans.But,11,noevidencehas

ever12beenproduced.

Thesedays,onlyafewpeoplecontinuetotakethestory

oftheAbominableSnowman13Butiftheyeversucceedin

catchingone,theymayfaceareal14：Wouldtheyputit

a15orgiveitaroominahotel?

1.A.eventB.story

c.adventureD.description

2.A.overcenturiesB.toolong

C.sometimeD.manyyears

3.A.heardfromB.caredfor

C.knewofD.readabout

4.A.asB.though

C.whenD.until

5.A.developedB.changed

C.occurredD.continued

6.A.entirelyB.naturally

C.clearlyD.simply

7.A.existB.escape

C.disappearD.return

8.A.hugeB.recent

C.ordinaryD.frightening

9.A.strangeB.large

C.deepD.rough

10.A.OtherwiseB.Therefore

C.InsteadD.However

11.A.soB.besides

C.againD.instead

12.A.rightlyB.actually

C.normallyD.particularly

13.A.lightlyB.jokingly

C.seriouslyD.properly

14.A.decisionB.situation

C.subjectD.problem

15.A.zooB.mountain

C.museumD.laboratory

三、閱讀理解

閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳

選項(xiàng)。

Addingmathtalktostorytimeathomeisawinningfactor

forchildren，smathachievement,accordingtoanewresearch

fromauniversity.ThestudyfrompsychologistsSianBeilockand

SusanLevineshowsamarkedincreaseinmathachievementamong

childrenwhosefamiliesusedBedtimeMath,aniPadappthat

deliversengagingmathstoryproblemsforparentsandchildren

tosolvetogether.

Evenchildrenwhousedtheappwiththeirparentsaslittle

asonceaweeksawgainsinmathachievementbytheendofthe

schoolyear.Theapp'seffectwasespeciallystrongforchiIdren

whoseparentstendtobeanxiousoruncomfortablewithmath.

Previousresearchfromthisgrouphasdemonstratedthe

importanceofadults'attitudestomathforchildren，smath

success.Forexample,arecentstudyfoundthatmath-anxious

parentswhohelptheirchildrenwithmathhomeworkactually

weakentheirchildren'smathachievement.

Thenewfindingsdemonstratethatstructured,positive

interactionsaroundmathathomecancutthelinkbetween

parents*uneasinessaboutmathandchildren'slowmath

achievement.

“Manypeopleexperiencehighlevelsofanxietywhenthey

havetosolveamathproblem,withamajorityofadultsfeeling

atleastsomeworriesaboutmath,“saidBeilock,professorin

psychologyandauthorofChoke,abookaboutstressand

performance."Thesemath-anxiousparentsareprobablyless

likelytotalkaboutmathathome,whichaffectshowcompetent

theirchildrenareinmath.BedtimeMathencouragesadialogue

betweenparentsandkidsaboutmathandoffersawaytoengage

inhigh-qualitymathinteractionsinalow-effort,high-impact

way.

Studyparticipantsincluded587first-gradestudentsand

theirparents.FamiliesweregivenaniPadinstalledwitha

versionoftheBedtimeMathapp,withwhichparentsandtheir

childrenreadstoriesandanswerquestionsinvolvingmath,

includingtopicslikecounting,shapesandproblem-solving.A

controlgroupreceivedareadingappthathadsimilarstories

withoutthemathcontentandquestionsrelatedtoreading

comprehensioninstead.Children，smathachievementwas

assessedatthebeginningandendoftheschoolyear.Parents

completedaquestionnaireabouttheirnervousnesswithmath.

Themoretimesparentsandchildreninthemathgroupused

theapp,thehigherchildren，sachievementonamathassessment

attheendoftheschoolyear.Indeed,childrenwhofrequently

usedthemathappwiththeirparentsoutperformedsimilar

studentsinthereadinggroupbyalmostthreemonthsinmath

achievementatyear，send.

1.Thepreviousstudyfoundthat.

A.helpfrommath-anxiousparentsimproveschildren'smath

achievement

B.interactionsaroundmathathomewillcutoffthefamily

relationship

C.children,smathachievementisrelatedtoparents?

attitudetomath

D.childrencanachievemoresuccessiftheyseethe

importanceofmath

2.Wecaninferfromthepassagethat.

A.itisthemathproblemsrelatedtothestoriesthatmake

agreatdifference

B.childrenwhoseparentsareuneasyaboutmatharesuperior

tootherstudents

C.parentsusingtheappforthreemonthscanseegainsin

mathachievement

D.thefrequencyofusingtheapphasnothingtodowith

children'sachievement

3.Whatdoestheauthorwanttotellus?

A.High-anxietyparentsinfluencechildren，sattitudeto

math.

B.Frequentuseoftheappcandevelopproblem-solving

ability.

C.Low-effortactivitiescreategoodparent-child

relationship.

D.High-qualitymathinteractionsimprovechildren's

performance.

一、翻譯句子

1.Buriedinworking,hedidn,tnoticeitwastoolate.

2.Itdoesn'tmatterwhetherhecanspeakFrenchornot.

3.HisEnglishhasimprovedalotwithhisteacherhelping

him.

4.Haveyouheardthenewsthathegotthefirstprizeinthe

competition?

5.Itislikelythatshehasreachedthedestination.

二、完形填空

l.B后文敘述的是關(guān)于“Yeti”的傳說(shuō)故事，故選story。

2.D從20世紀(jì)20年代開(kāi)始被發(fā)現(xiàn)，至今應(yīng)有許多年了。

3.C當(dāng)?shù)厝朔Q(chēng)這種生物為“Yeti"，肯定是知道它以及關(guān)于它的

事。故選knewofo

4.B“曾經(jīng)抓到”與“沒(méi)有證據(jù)”之間為轉(zhuǎn)折關(guān)系，故選though。

5.D第二段講述了關(guān)于“Yeti”的一些事，后文中將有新的介

紹。故可知“故事在繼續(xù)”。

6.D席普頓相信這些“腳印”不會(huì)簡(jiǎn)單地是猴子或熊的腳印，

故選simplyo

7.A席普頓感覺(jué)這種動(dòng)物可能真的存在。

8.C許多人相信這些腳印只不過(guò)是那些普通動(dòng)物（比如猴子或

熊）留下的。

9.B"普通的腳印”看起來(lái)不“普通”，是因?yàn)槠湓谘├锶诨?/p>

變“大”了。

10.D前文介紹了一些人認(rèn)為腳印是“普通動(dòng)物的”，而后文是

一位俄國(guó)科學(xué)家相反的觀點(diǎn)，故兩部分之間應(yīng)用however表示轉(zhuǎn)折。

U.C前面提到過(guò)，當(dāng)?shù)厝说陌l(fā)現(xiàn)和傳說(shuō)沒(méi)有證據(jù)可依，這一次

“又”是如此。

12.B沒(méi)有證據(jù)被實(shí)際記載。故選actua