江苏省如皋市搬经中学2016—2017学年度高二年级英语选修六 Unit 4 Helping p

江苏省如皋市搬经中学2016—2017学年度高二年级英语选修六Unit 4 Helping people around the world
一、根据句子的意思选用恰当的单词,并用其正确形式填空
lack acquire crowd starve contribute fetch remind obtain
1. She decides to pursue her study after ____her first degree.
2. I ____him of the appointment, but he didn t make any response.
3. Some children were found ____water while the others were planting trees.
4. Their ____to modern medicine do honor to our country.
5. Rather than ride on a(an) ____bus, he always prefers to ride a bicycle.
6. Disease often follows on from ____because the body is weakened.
7. If they re lying, their answers will probably be quite vague and ____in detail.
8. She has ____an e-mail address and a site on the World Wide Web.
【答案】1. obtaining
2. reminded
3. fetching
4. contributions
5. crowded
6. starvation
7. lacking8. acquired
【解析】本题考查选词填空，要先根据句意和所给词的词性选取合适的词，然后再根据句中时态和提供的信息判断所填词的正确形式。

1. obtaining
考查动词形式。

句意：她获得第一个学位之后决定继续学习。

此处表示“获得”用obtain，介词after后用动词的-ing形式，故填obtaining。

2. reminded
考查动词时态。

句意：我提醒他这个约定了，但是他没有回应。

此处表示“提醒”，句子是并列句，根据句中所给时态didn’t可知用过去时，故填reminded。

3. fetching
考查动词形式。

句意：我们发现一些孩子去抬水而另外一些孩子在种树。

此处表示动作正在进行用动词的-ing形式，fetch“取来，拿来”，故填fetching。

4. contributions
考查名词。

句意：他们为现代医学所做的贡献为我们国家赢得荣誉。

their后用名词表示“贡献”，故填contributions。

5. crowded
考查形容词。

句意：与其乘坐拥挤的公交车，他宁愿骑自行车。

此处修饰名词bus用形容词，指拥挤的公交车，故填crowded。

6. starvation
考查名词。

句意：饥饿容易导致疾病，因为这时身体虚弱。

根据句意和常识可知此处用名词“饥饿”，故填starvation。

7. lacking
考查动词形式。

句意：如果他们在撒谎，他们的答案很可能会相当模糊并且缺乏细节。

用于动词be之后用动词-ing形式，故填lacking。

8. acquired
考查动词时态。

句意：她已经在万维网上获得了一个网址和电子邮件地址。

此处是现在完成时has+过去分词，表示“获得”，故填acquired。

二、根据句子的意思选用合适的词组,并用其正确形式填空
take on，in chaos，under the umbrella of，make a difference
break down，remind...of，refer to，draw one’s attention to
9. When I said some people are stupid, I wasn’t ______________you.
10. Please ________him ________the danger of driving at so high a speed on the highway.
11. What if the robot ______________right as it is serving hot soup or tea?
12. The purpose of the exhibition was to _______the viewers’ _______the importance of protecting the environment.
13. Primary education comes ______________local government.
14. He messed up his work and his life, leaving everything ______________.
15. I agree that it is right that everyone can ______________ as long as he tries to.
16. Don’t ______________too much work, or else your health will break down.
【答案】9. referring to
10. (1). remind; (2). of
11. breaks down
12. (1). draw; (2). attention to
13. under the umbrella of
14. in chaos
15. make a difference
16. take on
【解析】本题主要考查动词短语和介词短语，做题前要先弄清所给短语的意思，然后根据句意及提示判断要用的短语及其正确形式。

9. referring to
考查动词形式。

句意：当我说有些人是愚蠢的时候，指的不是你。

refer to“指的是，提及”，根据空前的wasn’t 可知，此处用-ing形式，故填referring to。

10. (1) remind; (2) of
考查动词短语。

句意：请提醒他在高速公路上以如此高的速度行驶的危险。

remind sb. of sth.“提醒某人某事”，此处是祈使句，故填remind; of.
11. breaks down
考查动词短语。

句意：假使机器人在上热汤或茶时出现故障会怎样？break down“出故障”，根据主语用第三人称单数，故填breaks down。

12. (1) draw; (2) attention to
考查动词短语。

句意：展览的目的是吸引观众们注意保护环境的重要性。

draw attention to“吸引注意”，此处是不定式作表语动词用原形，故填draw; attention to。

13. under the umbrella of
考查介词短语。

句意：基础教育受地方政府的保护。

under the umbrella of“在……的保护下”，是固定短语，符合句意。

故填under the umbrella of。

14. in chaos
考查介词短语。

句意：他把工作和生活搞得一团糟，一切混乱。

in chaos“混乱”，根据句中的messed可知，填in chaos。

15. make a difference
考查动词短语。

句意：我同意只要每个人尽力就会创造不同是对的。

make a difference“有影响，有关系，创造不同”，情态动词can后用动词原形，根据句意填make a difference。

16. take on
考查动词短语。

句意：不要承担太多的工作，不然你的身体会垮掉。

take on“承担”，助动词后用原形，故填take on。

三、同义句转换,每空一词
17. As Teachers’ Day was approaching, our class decided to hold a party to celebrate the important day.
__________Teachers’ Day __________, our class decided to hold a party to celebrate the important day.
18. This land was difficult to farm but now water has been pumped into the fields.
______________to farm this land but now water has been pumped into the fields.
19. Though Jack lacked experience, he made up for it in enthusiasm.
Though Jack was ______________experience, he made up for it in enthusiasm.
20. All of us believe the old temple is worth repairing.
All of us believe the old temple is worthy ______________.
21. My album of boyhood photographs often calls up the past happiness.
My album of boyhood photographs often __________me __________the past happiness.
【答案】17. With; approaching
18. It was difficult
19. lacking in
20. of being repaired/to be repaired
21. (1). reminds; (2). of
【解析】本题考查同义句转换，要先弄懂句意，找出需要转换的部分，然后找与之同义的词语来替换，最后再根据原句时态及细节判断所填词语的正确形式。

17. With; approaching
考查同义句转换。

通过对比前后句可知，需要转换的部分是As Teachers’ Day was approaching,句意：随着教
师节的到来，我们班决定开一个聚会来庆祝这个重要的一天。

as表示伴随。

With的复合结构也可表示伴随，Teachers’ Day和动词approach是主动关系用-ing形式，故填With; approaching.
18. It was difficult
考查同义句转换。

通过对比前后句可知，需要转换的部分是This land was difficult to farm,指土地很难种植。

可以转化成it作形式主语，不定式to farm是真正主语，故填It was difficult.
19. lacking in
考查同义句转换。

通过对比前后句可知，需要转换的部分是Though Jack lacked experience，其中lack是动词；be lack ing in“缺少，缺乏”，与上句同义，故填lacking in。

20. of being repaired/to be repaired
考查同义句转换。

通过对比前后句可知，需要转换的部分是is worth repairing. be worth doing sth. "……某事值得被做"；worthy与of连用时，构成be worthy of，of后面可以接名词或动名词的被动形式。

worthy可与动词不定式连用，动词不定式也要用被动式。

但worthy后面不可再用介词of，须直接接不定式。

所以此处可以转化成of being repaired/to be repaired.
21. (1) reminds;(2) of
考查同义句转换。

通过对比前后句可知，需要转换的部分是calls up（使想起）， remind sb. of sth.（使某人想起某事）两者同义，可以互相转化。

故填reminds; of.
【名师点睛】
with复合结构的用法小结
with结构是许多英语复合结构中最常用的一种。

学好它对学好复合宾语结构、不定式复合结构、动名词复合结构和独立主格结构均能起很重要的作用。

with结构的构成
它是由介词with或without+复合结构构成，复合结构作介词with或without的复合宾语，复合宾语中第一部分宾语由名词或代词充当，第二部分补足语由形容词、副词、介词短语、动词不定式或分词充当，分词可以是现在分词，也可以是过去分词。

with结构构成方式如下：
1. with或without-名词/代词+形容词；He went away with his book open.
2. with或without-名词/代词+副词；With John away，we've got more room.
3. with或without-名词/代词+介词短语；He was asleep with his head on his arms.
4. with或without-名词/代词+动词不定式；(不定式做宾补，有“将来”的含义)
I can't go out with all these dishes to wash.此处指有所有的盘子要洗，动作还没有发生。

5. with或without-名词/代词+分词。

with+宾语+过去分词(宾语与宾补之间是被动关系)
All the afternoon he worked with the door locked.句中指门被锁，表被动关系。

He lay in bed with his head covered.头和盖住是被动关系，指头被盖住。

with+宾语+现在分词(宾语与宾补之间是主动关系)
With winter coming on，it's time to buy warm clothes.句中winter和come是主动关系。

本题小题1中就是第5种中的现在分词类，即with或without-名词/代词+分词结构，Teachers’ Day和动词approach是主动关系用-ing形式。

四、单项填空
22. The Town Council decided not to in the financing of the new swimming pool, but to leave the fund-raising entirely private enterprise.
A. participate
B. share
C. play
D. produce
【答案】A
【解析】考查动词。

句意：镇委会决定不参与修建新游泳池的筹款活动，而是把资金筹集工作全部交由私有企业负责。

A. participate 参与； B. share分享；C. play 玩，演奏；D. produce生产。

此处指参与筹款活动，participate in意为“参与”，是固定词组，故选A。

23. After studying in an agricultural college for four years, Jack his job as an advisor in the countryside.
A. set out
B. took over
C. took up
D. set up
【答案】C
【解析】短语辨析。

A出发动身，开始做某事；B接管；C占据，从事于，开始做；D设立，成立；句意：在大学学医五年以后，Jane开始了在乡下做医生的工作。

故C正确。

Take uo在本句中表示开始做。

24. A person’s quality may usually be known by his behavior ________ by the friends he keeps.
A. as well as
B. as if
C. as soon as
D. as usual
【答案】A
【解析】考查固定短语。

A. as well as也，和……一样，不但……而且；B. as if似乎，好像；C. as soon as 一……就；D. as usual像往常一样。

句意：一个人的品德不但可以通过他的行为而且还可以通过他所交的朋友看出。

as well as在此表示“不但……而且”，故选A。

25. —Dou you feel like there or shall we take a bus?
—I d like to walk. But since there isn t much time left, I d rather you a taxi. A. walking; hiring B. to walk; hire
C. to walk; hired
D. walking; hired
【答案】D
【解析】
26. I the answer to her possible, but I was fully occupied then.
A. could explain; if it had been
B. must have explained; were it
C. should have explained; had it been
D. should have explained; should it be
【答案】C
【解析】考查虚拟语气。

句意：如果可能的话，我本该给她解释这个答案，但当时我很忙。

根据题意可知此处表示与过去事实相反，当条件句中省略if时需用倒装结构，把had提前。

主句表示“本应该”，用should have done.故选C。

【名师点睛】
当虚拟条件句的谓语动词含有were, should, had 时，if 可省略，而将were, should, had等词置于句首。

如：Should he agree to go there, we would send him there. 要是他答应去的话，我们就派他去。

Were she here, she would agree with us. 如果她在这儿的话，她会同意我们的。

Had he learnt about computers, we would have hired him to work here. 如果她懂一些电脑知识的话，我们会已经聘用他来这里工作了。

本题就是省略if，had提前的情况。

27. —I’m sorry, I ________ have been so rude to you that way.
—Forget it, but I was a bit out of control yesterday.
A. mustn’t
B. shouldn’t
C. couldn’t
D. needn’t
【答案】B
【解析】考查情景交际和情态动词。

句意：——抱歉，我本不该用那种方式对你那么粗鲁。

——不必在意，
昨天我也有点失控。

根据对话可知，此处是对过去所做事情感到后悔。

shouldn’t have done表示本不该做而做了。

故选B。

28. It is really strange that the girl so early.
A. has been married
B. has married
C. should be married
D. would marry
【答案】C
.......... .................
29. I would have come earlier, but I that you were waiting for me.
A. didn t know
B. hadn t known
C. would have known
D. haven t known
【答案】A
【解析】试题分析：考查时态。

从前面的would have come earlier“我本来可以来得更早”，说明过去没能早来，是因为过去不知道你在等我，用过去时。

故选A。

考点：考查时态。

30. He you more help, even though he was very busy.
A. might have given
B. might give
C. may have given
D. may give
【答案】A
考点：考查虚拟语气
点评：在even if, even though 所引导的让步状语从句中，可用虚拟语气，主句、从句的结构与if所引导的条件从句的各种时态、结构相同。

如：Even if he were here himself, he should not know what to do. 即是他亲自来也不知该怎么办。

31. If you hard at school, you a college student now and would get a good job in the future.
A. had studied; would have been
B. would have studied; could be
C. had studied; would be
D. studied; could be
【答案】C
【解析】考查虚拟语气。

句意：如果你上学时努力学习，现在就是大学生了，将来会找到一个好工作。

从句是对过去的假设用过去完成时，而主句是对现在和将来的假设用would+原形，故选C。

【名师点睛】
虚拟条件句中，主、从句的动作若不是同时发生时，要区别对待。

①从句的动作与过去事实相反，而主句的动作与现在或现在正在发生的事实不符。

如：
If I had worked hard at school, I would be an engineer, too. 如果我在学校学习刻苦的话，我现在也会是工程师了。

从句指的是如果过去努力学习，用过去时态的虚拟结构，主句指和现在事实相反，用现在时的虚拟形式。

If they had informed us, we would not come here now. 如果他们通知过我们的话，我们现在就不会来这里了。

根据句意可知从句表示与过去事实相反，主句表示与现在事实相反。

②从句的动作与现在事实相反，而主句的动作与过去事实不符。

如：
If he were free today, we would have sent him to Beijing. 如果他今天有空的话，我们会已经派他去北京了。

根据从句中的today可知与现在事实相反，根据句意可知主句与过去事实相反，用对应的结构。

③从句的动作与过去发生的情况相反，而主句的动作与现在正在发生的情况相反。

如：
If it had not been raining too much, the crops would be growing much better. 如果天不下太多的雨的话，庄稼会长得更好。

通过从句可知过去下雨太多，与过去事实相反。

主句指现在庄稼生长的情况，与现在事实不符。

本题是第一种用法，从句的动作与过去事实相反，而主句的动作与现在或现在正在发生的事实不符，所以从句用过去时形式，主句用现在时和将来时形式。

任务型阅读
Everybody loves self-improvement. That s why we re such enthusiastic consumers of “Top 10” lists of things to do to be a more productive, promotable, mindful—you name it—leader. But these lists seldom work. What if we didn t think of self-improvement as work? What if we thought of it as play—specifically, as playing with our sense of self?
Traditionally, people work on themselves, committed to doing everything in their power to change their leadership style. You set your goals and objectives, you are mindful of your time, and seek efficient solutions. You re not going to deviate(偏离) from the straight and narrow. You focus on what you should do, especially as others see it, as opposed to what you want to do. It s all very serious and not whole of fun. There is one right answer. Success or failure is the outcome. We judge ourselves.
In contrast, no matter what you re up to, when you e in “play” mode, your primary drivers are enjoyment and discovery instead of goals and objectives. You re curious. You lose track of time. Like in all forms of play, the journey becomes more important than a preset destination. Much research shows how play develops creativity and innovation. Playing with your own idea of yourself is similar to playing with future possibilities. So, we stop evaluating today s self against an unachievable ideal of leadership that doesn t really exist. We also stop trying to will ourselves to “commit” to becoming something we are not even sure we wan t to be—what we call the “feared self”, which is composed of images of negative role models. And, we shift direction, from submitting to what other people want us to be to becoming more self-authoring. As a result, when you play, you re more creative and more open to what you might learn about yourself.
Unfortunately, we don t often get—or give ourselves—permission to play with our sense of self. In life, we equate playfulness with the person who dips into a great variety of possibilities, never committing to any. We find inconsistency distasteful, so we exclude options that seem too far off from today “authentic self”, without ever giving them a try. This kills the discontinuous growth that only comes when we surprise ourselves.
Psychoanalyst Adam Phil lips once said, “People tend to play only with serious things—madness, disaster, other people.” Playing with yourself is a serious effort because who we might become is not knowable or predictable at the start. That s why it s as dangerous as it is necessary for growth.
· People want to improve their___32___.
Lead-in
· People can apply work mode or play mode.
___33___ between the two modes
In work mode
· one is___34___ and sticks to his route;
· one cares about others___35___ of his performance;
· one judges himself with one standard—success or failure.
In play method
· the___36___ outweighs the outcome;
· playfulness allows people to___37___ with various approaches; · playfulness helps people obtain___38___ results.
The ____39____
with application of play
mode
We usually regard playfulness as equal to non-professional.
_____40_____ ___41___ danger, playfulness is a must for our self-growth.
【答案】32. leadership
33. Comparison(s)/Differences
34. purposeful
35. expectation(s)
36. process
37. experiment
38. surprising/unexpected
39. problem/trouble/difficulty
40. Conclusion
41. Despite
【解析】试题分析：人人都想成长和发展，文章中给出了两者个人成长和发展的方式：在工作中成长和在玩耍中成长。

并分别介绍了这两种模式的优劣。

32. leadership 原词再现。

根据第二段第一句Traditionally, people work on themselves, committed to doing everything in their power to change their leadership style.可知人们努力提高自我的目的在于提高他们的领导
能力。

33. Comparison(s)/Differences 归纳总结。

根据表格右边内容，可知作者把工作模式和玩耍模式进行了比较。

要找出这两种模式之间的差异。

所以使用名词Comparison(s)/Differences。

34. purposeful 同义句转换。

根据第二段第二句You set your goals and objectives, you are mindful of your time, and seek efficient solutions.可知在工作模式中，你设立目标，心无旁骛地追求有效的解决方法。

这是带有目的的，所以使用形容词purposeful。

35. expectation(s) 同义句转换。

根据第二段第四句You focus on what you should do, especially as others see it, as opposed to what you want to do.可知你很在于其他人对你所做的事情的看法。

所以使用expectation。

36. process 同义句转换。

根据第三段最后一句Like in all forms if play, the journey becomes more important than
a pre-set destination.当在玩耍模式中的时候，过程要比之前设立的结果更重要。

37. experiment 同义句转换。

根据第四段前两句Much research shows how play develops creativity and innovation. Play with your own idea of yourself is similar to playing with future possibilities.可知实验你自己的想法和实验未来的可能性是很相似的。

也就是说玩耍模式让人们试验各种方法。

38. surprising/unexpected 同义句转换。

根据第四段第四句We also stop trying to will ourselves to “commit” to becoming something we are not even sure we want to be—what we call the “feared self”,可知玩的时候可以让我们去做我们自己没有想到的时候。

因为playfulness有创新性。

所以使用形容词surprising/unexpected 修饰results。

39. problem/trouble/difficulty 同义句转换。

根据第五段第一句Unfortunately, we don’t often get —or give ourselves—permission to play with our sense of self.可知在自我提高的过程中我们经常会遇见一些问题或困难。

40. Conclusion 总结归纳题。

根据文章最后一句That’s why it’s as dangerous as it is necessary for growth.可知这是最终得出的结论。

41. Despite 同义句转换。

根据文章最后一句That’s why it’s as dangerous as it is necessa ry for growth.。

虽然有一定的危险性，但playfulness是我们成长中必需的事物。

【名师点睛】
在完成任务型阅读时候，我们需要对信息进行有效处理，主要包括：
（一）捕捉信息的技巧
1．确定文章与表格之间的对应关系。

先略读短文，然后速览表格，借助所给图表结构抓住文章中心大意以及文章的脉络。

并确定表格中某一行
或某一列与文章中某一段落之间的对应关系。

2．确定文章中相应的句子。

在文章中标出与表格中空格前后给出的关键词句相符合或一致的句子。

注意，有时表格中的语境悄悄发生了变化，有的是在空格前后“多一词”，有的”是“少一词”，还有的是“换一词”。

考生如果稍不留神就会犯错。

（二）变通信息的技巧。

有许多答案是不能直接在文章中找到原句或原词的，这需要我们对文章进行加工或变通。

这些变通大多与语法知识有关，也有些与短语和句型有关。

1．间接法---即基于原文某个词语的语法变形，如，主动与被动，谓语动词与非谓语动词，动词原形与动词第三人称单数形式，动词与名词，名词与形容词，形容词、副词的比较级与最高级，名词单复数等。

2．意译法---即对原文中的某句话在保持意思不变的前提下，变换一种说法。

这种变换有一定的难度，要求你吃透原句意思，然后进行转换或解释。

答案的来源往往有三个方面。

（1）根据关键词的导航，在文中捕捉原始信息。

（2）根据空格前后变化了的新语境，从语法和搭配的角度对原始信息进行加工。

（3）根据单元格本身的行文规律，遵循同一栏在表达上的一致性原则，从周围单元格中确定信息最终的输出形式。

（三）概括信息的技巧
不会概括归纳的原因有两个：一是没有看懂表格里横向单元格和纵向单元格之间的逻辑关系；二是没有掌握常见的表示归纳概括的词语。

1．看懂表格。

归纳概括词语往往位于表格上面的第一行或表格左边的第一列。

方法通常是：看下面的单元格向上概括：看右边的单元格向左归纳。

大多是归纳某一段落的大意，有时是概括全文的主旨。

归纳概括的注意事项有：
（1）大小写（2）单复数（3）搭配
2．掌握常见的归纳概括词语。

（1）赞成和反对的理由pros and cons （2) 优劣advantages, disadvantages
(3) 异同similarities, differences (4) 建议suggestions, tips, advice
(5) 态度、观点attitudes to/towards, opinion of
(6) 简介某个现象或问题brief/general introduction, phenomenon(phenomena), problem(s)
3.高频词。

如果我们能在平时多注意掌握一些高频词这也就能大大提高我们做题的速度。

如我们常见的原因和结果：reason (for) , result; cause (of) , effect; consequence
异同点与优缺点：difference , similarity；advantage/benefit , disadvantage 功能：function
观点与态度：opinion , view (on/about) , viewpoint , idea ；attitude to/towards
评论、评价：comment (on) , remark (on/upon) , assessment
表方式、方法：means , way , method (of) solution , approach ( to doing sth. ); take measures to do sth. 目的：purpose , aim , goal
积极和消极：positive ,negative; optimistic
建议：advice [u] , suggestion , tip
概括、总结: summary , conclusion 特点：feature , characteristic
种类：kind , type , category , class
精神上与身体上：mentally ，physically
影响: influence , impact , effect (on )
情形，状况: situation，condition
建立：build , create , establish , found
出现：appear ,occur(red)
实现，完成：reach , realize , accomplish
必要，必需: must /necessity
知识消息：knowledge / information
日程计划: schedule / agenda
百分比：percentage
存在: existence exist
花费: cost / expense
人口: population
天气与气候: weather[u] / climate [c]
位置: location 主题: theme
考点：考查任务型阅读。