高中人教版 (2019)Unit 1 Teenage life精品課時(shí)作業(yè)

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基礎(chǔ)篇
Passage 1 - ----------------------------------------------------------1
Passage 2 ----------------------------------------------------------- 3
Passage 3 ----------------------------------------------------------- 4
拔高篇
Passage 4 - ---------------------------------------------------------6
Passage 5 ---------------------------------------------------------- 7
Passage 6 ---------------------------------------------------------- 9
Passage 7 ---------------------------------------------------------- 10
Passage 8 ---------------------------------------------------------- 12
基礎(chǔ)篇
Passage 1
難度??
In the United States, high schl students are deeply invlved in a wide range f extra - curricular activities, which frm an integral part f their schl experience. These activities are nt just after - schl pastimes but are cnsidered crucial fr persnal develpment. Fr instance, sprts teams are a crnerstne f this culture. Schls ffer diverse ptins such as basketball, ftball, baseball, sccer, and even less cmmn nes like lacrsse and swimming. Jining a sprts team is mre than just abut physical exercise; it helps students maintain gd health by encuraging regular wrkuts and teaches them essential life skills like teamwrk, discipline, and hw t handle bth victry and defeat gracefully.
Beynd sprts, the artistic sphere thrives with numerus clubs catering t different interests. Art clubs prvide a creative space where students explre varius mediums—frm waterclr painting and charcal drawing t sculpting with clay and making intricate handicrafts. Music clubs, n the ther hand, are vibrant hubs where students can shwcase their talents: sme sing in chirs, thers play instruments like the pian, guitar, r vilin, and a few even frm their wn bands, practicing regularly t perfrm at schl events r lcal cmpetitins.
There's als a strng emphasis n cmmunity service thrugh clubs designed fr students wh have a passin fr helping thers. The vlunteer club stands ut as ne f the mst ppular, with members engaging in a variety f meaningful activities. They frequently visit ld - age hmes, spending time chatting with residents, rganizing small cncerts, r assisting with daily chres. They als participate in park clean - ups, planting trees, and cllecting litter t keep public spaces tidy. Additinally, they ften rganize fund - raising events like bake sales r charity runs t cllect mney fr rganizatins that supprt children in need r fund medical research.
What makes extra - curricular activities imprtant in American high schls?
A. They help students get better grades in exams.
B. They are required by the schl curriculum.
C. They cntribute t persnal grwth and are part f schl life.
D. They allw students t skip sme classes.
Which skill is NOT mentined as a benefit f jining a sprts team?
A. Learning t wrk with thers.
B. Develping self - discipline.
C. Mastering prfessinal sprts techniques.
D. Dealing with success and failure.
What activity can students d in music clubs accrding t the passage?
A. Learn t make handicrafts.
B. Perfrm in schl events.
C. Organize park clean - ups.
D. Teach art t yunger students.
Why d vlunteer club members rganize fund - raising events?
A. T earn mney fr their wn club activities.
B. T supprt charitable causes and thse in need.
C. T buy new equipment fr the schl.
D. T pay fr their trips t ld - age hmes.
Passage 2
難度??
As a high schl freshman, I'll never frget my first week f high schl—it was a whirlwind f new experiences and surprises. The transitin frm junir high was mre significant than I had anticipated, starting with the physical size f the schl. The campus was sprawling, with multiple buildings cnnected by walkways, and I spent the first tw days cnstantly checking a map t find my classrms. The numbering system fr the rms was entirely different frm what I was used t; instead f simple numbers like "101" r "205", they had cdes like "B - 304" where "B" std fr the secnd building. This cnfusin led t me being late fr my histry class n the first day, which was quite embarrassing.
The academic envirnment was anther eye - pener. The teachers had a distinct apprach t teaching—they didn't just lecture and assign textbk exercises. Instead, they expected us t take mre respnsibility fr ur learning. In my English class, fr example, the teacher assigned a nvel and asked us t cme up with discussin questins, then led a debate n the themes f the bk. In science, we were given a prblem and had t design ur wn experiments t find slutins. This shift twards independent thinking was challenging at first; I was s used t fllwing step - by - step instructins that I struggled t cme up with my wn ideas.
Perhaps the mst verwhelming change was the amunt f hmewrk. In junir high, I culd finish my assignments in an hur r tw after schl, but nw I fund myself spending three t fur hurs each night. There were research papers t utline, math prblems t slve, and freign language vcabulary t memrize. I quickly realized that time management was essential, s I started using a planner t jt dwn deadlines and break large tasks int smaller, manageable parts. It's still tugh, but I knw that high schl is a critical step twards cllege and my future career. Every challenge I vercme nw is preparing me fr what lies ahead, s I'm determined t keep pushing frward and adapt t this new chapter in my life.
What made the authr late fr histry class n the first day?
A. The schl campus was t large t walk arund.
B. The classrm numbering system was cnfusing.
C. The authr frgt t bring the class schedule.
D. There were n signs indicating the buildings.
Hw is high schl teaching different frm junir high accrding t the authr?
A. Teachers assign fewer hmewrk tasks.
B. Teachers fcus mre n textbk lectures.
C. Students are expected t think independently.
D. Students have mre exams and quizzes.
Why did the authr start using a planner?
A. T keep track f after - schl activities.
B. T manage the increased amunt f hmewrk.
C. T remember the names f new classmates.
D. T nte dwn teachers' instructins in class.
What des the authr think abut the challenges f high schl?
A. They are t difficult t vercme.
B. They are unnecessary and stressful.
C. They help prepare fr future gals.
D. They make high schl less enjyable.
Passage 3
難度???
Hbbies are a universal part f teenage life, ffering a way t relax, explre interests, and cnnect with thers wh share similar passins. Arund the wrld, these hbbies vary greatly, reflecting cultural differences and persnal preferences.
In Japan, a cuntry knwn fr its rich animatin culture, cllecting anime figures is a belved hbby amng many teenagers. These detailed figurines are based n characters frm ppular anime series, manga cmics, and vide games. Sme cllectrs fcus n specific genres like fantasy r sci - fi, while thers seek rare limited - editin pieces released t celebrate special events. Cllecting them ften invlves visiting specialty stres in Tky's Akihabara district r participating in nline auctins. While building a cllectin can be expensive—sme rare figures cst hundreds f dllars—it's a surce f pride fr enthusiasts, wh display their treasures n shelves in their rms and share phts with nline cmmunities.
In the United Kingdm, reading is mre than just a schl requirement; it's a cherished pastime fr cuntless teenagers. Frm classic literature by authrs like Shakespeare and Dickens t mdern yung adult nvels and gripping science - fictin stries, British teens have a brad range f interests. Reading clubs are a staple in mst schls, where members meet weekly t discuss the bks they've read. These discussins ften g beynd the plt, explring themes, character develpment, and the authr's writing style. Sme clubs even invite lcal authrs fr talks, giving students the chance t ask questins and learn abut the writing prcess. Many teens als participate in natinal reading challenges, aiming t read a certain number f bks in a year and sharing their prgress with friends.
In Brazil, ftball is mre than a sprt—it's a natinal bsessin that runs deep in teenage culture. Whether in the bustling streets f Ri de Janeir r small twns in the cuntryside, yu'll find teens playing ftball wherever there's space: n beaches, in parks, r even in alleyways. Schl teams are highly cmpetitive, with tryuts drawing dzens f hpefuls. Fr many Brazilian teens, ftball is a dream—they practice fr hurs after schl, studying the techniques f famus players like Pelé and Neymar, hping t ne day play fr prfessinal clubs. Even thse wh dn't aspire t be prs lve the sprt fr the camaraderie it fsters; playing in a team teaches them teamwrk, resilience, and hw t celebrate victries tgether.
What d Japanese anime figure cllectrs ften d t get rare pieces?
A. Make their wn figurines at hme.
B. Visit specialty stres and nline auctins.
C. Trade with cllectrs in ther cuntries.
D. Buy them frm schl bkstres.
What happens in British schl reading clubs?
A. Students take turns reading bks alud.
B. Teachers assign mandatry reading lists.
C. Members discuss themes and invite authrs.
D. Students cmpete t read the mst bks.
Why d Brazilian teenagers lve ftball, accrding t the passage?
A. It's a requirement fr schl graduatin.
B. It helps them travel t ther cuntries.
C. It ffers a chance t becme famus quickly.
D. It builds friendship and may fulfill dreams.
What is the main idea f the passage?
A. Hbbies are mre ppular amng teenagers than adults.
B. Teenage hbbies arund the wrld are diverse and culturally influenced.
C. Cllecting, reading, and sprts are the best hbbies fr teenagers.
D. Hbbies help teenagers develp skills needed fr adulthd.
拔高篇
Passage 4
難度???
A recent study cnducted by researchers at a leading university has shed light n a grwing cncern: the impact f excessive phne use n teenagers' sleep patterns. The study, which surveyed ver 2,000 adlescents aged 13 t 17, fund that thse wh spent mre than tw hurs n their phnes each night befre bed were 70% mre likely t experience sleep disrders. These disrders included difficulty falling asleep, frequent waking during the night, and feeling tired even after a full night's rest.
One f the key factrs identified in the study is the blue light emitted by phne screens. Unlike natural light, which dims in the evening and signals the bdy t prduce melatnin—a hrmne that regulates sleep—blue light disrupts this prcess. It tricks the brain int thinking it's still daytime, suppressing melatnin prductin and making it harder t fall asleep. This effect is particularly strng when phnes are used in dark rms, as the cntrast between the bright screen and the dark surrundings intensifies the disruptin.
Beynd sleep issues, the study als highlighted ther negative cnsequences f excessive phne use. Teenagers wh spent mre than fur hurs a day n their phnes reprted spending significantly less time n physical activities, such as playing sprts r ging fr walks. This lack f exercise can lead t weakened muscles, increased risk f besity, and lwer verall fitness levels. Additinally, these teens had fewer face - t - face interactins with family and friends. Instead f having cnversatins at the dinner table r hanging ut with friends in persn, they cmmunicated thrugh scial media r messaging apps, which can hinder the develpment f imprtant scial skills like reading bdy language and maintaining eye cntact.
In respnse t these findings, many parents and educatrs are taking actin. Sme schls have implemented "phne - free znes" during class time and banned phnes in bedrms after a certain hur. Experts als recmmend establishing "digital curfews"—putting away phnes at least an hur befre bed and using that time fr relaxing activities like reading r listening t music. By making these small changes, teenagers can imprve their sleep quality, strengthen their scial bnds, and lead healthier, mre balanced lives.
What did the study find abut teenagers wh use phnes fr ver tw hurs befre bed?
A. They are mre likely t have sleep prblems.
B. They perfrm better in schl exams.
C. They have mre active scial lives.
D. They are less likely t feel tired during the day.
Hw des blue light affect teenagers' sleep?
A. It makes them sleep fr lnger hurs.
B. It reduces the prductin f sleep - regulating hrmne.
C. It helps them fall asleep mre quickly.
D. It increases their energy levels at night.
What is a cnsequence f spending t much time n phnes?
A. Imprved ability t read bdy language.
B. Increased participatin in sprts.
C. Reduced face - t - face scial interactins.
D. Better time management skills.
What d experts suggest t imprve teenagers' sleep?
A. Using phnes with brighter screens at night.
B. Putting phnes away an hur befre bedtime.
C. Checking scial media right befre sleeping.
D. Using phnes nly in well - lit rms.
Passage 5
難度???
In recent years, many schls acrss the United States have implemented a prgram knwn as "peer tutring", which has gained ppularity fr its ability t benefit bth students and the schl cmmunity. At its cre, peer tutring invlves pairing lder, mre experienced students with yunger r struggling peers t prvide academic supprt. Fr example, a high schl senir wh excels in mathematics might wrk with a freshman wh is struggling with algebra, while a junir with strng writing skills culd help a sphmre imprve their essay - writing abilities.
The benefits f this prgram are multifaceted. Fr the yunger r struggling students, peer tutring ffers a mre relaxed learning envirnment than a traditinal classrm. They ften feel mre cmfrtable asking questins f a peer than f a teacher, as they perceive their tutrs as mre relatable. This can reduce anxiety and make it easier t grasp difficult cncepts. Studies have shwn that students wh participate in peer tutring prgrams ften see a significant imprvement in their grades, with many mving frm failing t passing scres within a single semester.
Older students als gain valuable skills frm their rle as tutrs. Explaining cmplex ideas t smene else requires a deep understanding f the material, which frces tutrs t review and reinfrce their wn knwledge. This prcess f "teaching t learn" has been shwn t imprve the tutrs' wn academic perfrmance, as they develp a strnger grasp f the subject matter. Additinally, tutring helps build leadership skills, empathy, and patience. Tutrs learn t adapt their teaching methds t match the learning style f their peers, whether that means using visual aids fr visual learners r creating practice prblems fr thse wh learn by ding.
Despite its many advantages, peer tutring is nt withut challenges. One cmmn issue is scheduling cnflicts, as lder students ften have busy schedules filled with their wn classes, extracurricular activities, and part - time jbs. This can make it difficult t find cnsistent time fr tutring sessins. Anther challenge is ensuring that tutrs are prperly trained. While sme students are natural teachers, thers may lack the cmmunicatin skills r patience needed t be effective tutrs, which can lead t frustratin fr bth the tutr and the student being helped.
Hwever, these challenges are ften manageable with prper planning. Many schls address scheduling issues by ffering flexible tutring times, including befre and after schl r during lunch breaks. They als prvide training wrkshps fr tutrs, teaching them basic teaching strategies and cmmunicatin skills. Overall, the peer tutring prgram remains a valuable tl in educatin, fstering a cllabrative learning envirnment and helping students f all ages achieve academic success.
What is the main purpse f peer tutring?
A. T help teachers reduce their wrklad.
B. T prvide academic supprt between students.
C. T replace traditinal classrm teaching.
D. T help lder students earn extra credits.
Why d yunger students benefit frm peer tutring?
A. They can get better grades withut studying.
B. They feel mre cmfrtable asking peers questins.
C. Tutrs d their hmewrk fr them.
D. They get t chse their favrite subjects.
Hw d lder students benefit frm being tutrs?
A. They get paid fr their tutring services.
B. They can skip sme f their wn classes.
C. They strengthen their knwledge and develp skills.
D. They receive special recgnitin frm the schl.
What is a challenge f peer tutring mentined in the passage?
A. Yunger students refuse t listen t their tutrs.
B. Tutrs lack the necessary training and skills.
C. There are nt enugh subjects t tutr.
D. Parents d nt supprt the prgram.
Passage 6
難度????
In recent decades, a grwing number f teenagers arund the wrld have becme passinate advcates fr envirnmental prtectin, driven by a deep understanding f the urgent need t address issues like climate change, pllutin, and habitat lss. Unlike previus generatins, tday's teens have grwn up with cnstant news abut envirnmental crises, frm melting plar ice caps t extreme weather events, and they are determined t make a difference.
At schl, envirnmental clubs have becme htspts fr this activism. These clubs are nt just abut learning—they're abut taking actin. Members spend time researching pressing envirnmental issues, such as the impact f single - use plastics n ceans r the rle f defrestatin in climate change. They invite guest speakers, like lcal envirnmental scientists r activists, t give talks and share practical tips. But the real wrk happens utside the classrm: club members rganize recycling drives that g beynd just cllecting paper and plastic. They teach their classmates hw t prperly srt waste, explain the imprtance f reducing fd waste in the schl cafeteria, and even partner with lcal recycling centers t ensure that the cllected materials are actually recycled.
Many teens als extend their envirnmental effrts beynd schl walls. They vlunteer with natinal r internatinal rganizatins like Greenpeace r the Wrld Wildlife Fund, participating in prjects such as beach cleanups, tree - planting campaigns, and wildlife cnservatin initiatives. In castal areas, fr example, teens have rganized grups t remve plastic debris frm beaches, dcumenting the types and amunts f waste they find t raise awareness abut cean pllutin. In urban areas, they've wrked with city gvernments t create cmmunity gardens, turning empty lts int spaces where peple can grw their wn vegetables, reducing the need fr imprted prduce that requires fssil fuels t transprt.
What's mst inspiring abut these yung activists is their ability t use technlgy t amplify their message. They create scial media campaigns with hashtags like #ClimateActin r #SaveOurPlanet, sharing educatinal cntent, phts f their prjects, and calls t actin. This nline presence allws them t cnnect with ther teens arund the wrld, frming glbal netwrks that share ideas and supprt each ther's initiatives. Fr example, a grup f teens in Sweden started a mvement encuraging students t skip schl n Fridays t prtest gvernment inactin n climate change, which quickly spread t ther cuntries, with thusands f teens participating.
These effrts shw that teenagers are nt just the future f envirnmental prtectin—they're an imprtant part f the present. Their passin, creativity, and willingness t take actin are prving that even small individual and cmmunity effrts can add up t significant change.
What mtivates teenagers t advcate fr envirnmental prtectin?
A. Pressure frm their schl teachers.
B. A desire t win envirnmental awards.
C. Awareness f urgent envirnmental prblems.
D. The need t cmplete schl prjects.
What d envirnmental club members d beynd learning abut issues?
A. They fcus nly n raising mney fr envirnmental grups.
B. They take practical actins like rganizing recycling drives.
C. They write letters t famus envirnmental scientists.
D. They create envirnmental mvies fr schl events.
Hw d teenagers use technlgy fr envirnmental activism?
A. They design apps t track their wn carbn ftprint.
B. They use scial media t spread their message glbally.
C. They build websites fr lcal envirnmental rganizatins.
D. They create nline games abut envirnmental issues.
What des the passage suggest abut teenagers' rle in envirnmental prtectin?
A. They are t yung t make a real difference.
B. They are primarily fllwers f adult activists.
C. They play an imprtant and active rle nw.
D. They will take ver frm adults in the future.
Passage 7
難度????
In a quiet suburban neighbrhd in Melburne, Australia, a grup f 15 high schl students embarked n a prject that wuld nt nly transfrm the lives f lcal elderly residents but als change their wn perspectives n cmmunity and respnsibility. The idea began when ne f the students, Maya, nticed that her grandmther, wh lived alne, ften seemed lnely despite regular visits frm family. This bservatin led Maya and her friends t investigate, and they discvered that many elderly peple in their cmmunity faced similar feelings f islatin, especially thse wh had lst spuses r whse families lived far away.
Determined t make a difference, the students met with lcal cmmunity leaders t develp a plan. They decided t launch a prgram called "Cnnect & Care", which invlved regular visits t elderly residents in their hmes and at the lcal senir center. The visits were structured but flexible: each student was paired with ne r tw elderly peple, whm they visited at least twice a week. During these visits, they wuld engage in cnversatins, listening t stries abut the residents' lives—frm their experiences during Wrld War II t their careers and family histries. They als helped with practical tasks that had becme difficult fr the elderly, such as grcery shpping, picking up prescriptins, r even just changing light bulbs that were t high t reach.
T add mre jy t the residents' lives, the students rganized mnthly events. These included a Christmas party where they sang carls and brught hmemade treats, a tea party with bard games, and even a "memry sharing" afternn where residents displayed ld phts and shared the stries behind them. One particularly memrable event was a gardening day, where students helped residents plant flwers in their yards, turning vergrwn spaces int clrful gardens that brught smiles t everyne's faces.
The impact f "Cnnect & Care" was prfund. Fr the elderly residents, the prgram reduced feelings f lneliness and gave them smething t lk frward t. Many reprted sleeping better and feeling mre ptimistic abut life. One resident, 87 - year - ld Mr. Thmpsn, said, "These yung peple have given me a reasn t get up in the mrning. I lve hearing abut their schl lives, and sharing my wn stries makes me feel like I still have smething t ffer."
Fr the students, the rewards were equally significant. They gained a new appreciatin fr the wisdm and life experiences f the elderly, learning lessns that culdn't be taught in a classrm. They als develped imprtant life skills: cmmunicatin skills frm talking t peple f different generatins, prblem - slving skills frm helping with tasks, and empathy frm understanding the challenges f aging. Maya reflected, "I used t think that helping thers was just abut ding gd fr them, but nw I realize it's als abut what yu learn abut yurself. I've becme mre patient and understanding, and I've made friends with peple I never wuld have met therwise."
The success f "Cnnect & Care" inspired the schl t expand the prgram, and ther schls in the area have since adpted similar initiatives. It's a pwerful reminder that even small acts f kindness can create ripple effects, bringing generatins tgether and strengthening the fabric f a cmmunity.
What inspired the students t start the "Cnnect & Care" prgram?
A. A schl assignment abut cmmunity service.
B. Maya's bservatin f her grandmther's lneliness.
C. A request frm the lcal senir center.
D. A desire t win a cmmunity service award.
What did the students d during their regular visits?
A. They nly helped with physical tasks like gardening.
B. They rganized large parties fr all residents.
C. They listened t residents' stries and helped with tasks.
D. They taught residents hw t use mdern technlgy.
Hw did the prgram affect the elderly residents?
A. They became less interested in their wn past.
B. They felt less lnely and mre ptimistic.
C. They started spending mre time alne.
D. They began t avid talking abut their lives.
What did the students learn frm the prgram?
A. The imprtance f fcusing nly n their wn needs.
B. That elderly peple have nthing t teach yung peple.
C. Cmmunicatin skills and empathy fr thers.
D. That cmmunity service is a waste f time.
Passage 8
難度????
Suth Krea's educatin system is renwned wrldwide fr its rigr and high academic achievements, with students cnsistently ranking amng the tp in internatinal tests like the PISA (Prgramme fr Internatinal Student Assessment). Hwever, this success cmes at a steep price: a hyper - cmpetitive envirnment that places enrmus pressure n high schl students, shaping nearly every aspect f their daily lives.
Frm the mment they enter high schl, students are acutely aware that their perfrmance will determine their future. Admissin t tp universities like Seul Natinal University r KAIST is fiercely cmpetitive, with spts ften reserved fr thse wh scre in the tp 1% f natinal exams. As a result, the daily schedule f a typical Suth Krean high schl student is grueling. Mst wake up befre 6 a.m. t study fr an hur befre schl, which starts at 8 a.m. and ends arund 4 p.m. But the day is far frm ver—after schl, ver 70% f students head t "hagwns", r private after - schl academies, where they attend additinal classes until 10 p.m. r later. These hagwns specialize in subjects like math, science, and English, with teachers fcusing n exam - taking strategies and advanced material nt cvered in regular schl.
The pressure t succeed is intensified by scietal expectatins. In Suth Krean culture, academic success is seen as a way t hnr ne's family, and failure t perfrm well can bring shame. Many students feel that their self - wrth is tied directly t their grades, leading t extreme stress. Mental health experts have nted a rise in anxiety, depressin, and even suicide rates amng teenagers, with studies linking these issues t the cnstant pressure t excel. Physical health als suffers—students ften sleep less than six hurs a night, skip meals t study, and have little time fr exercise r relaxatin.
In recent years, there has been a grwing mvement t refrm the educatin system. Parents and educatrs are questining whether the pursuit f academic excellence is wrth sacrificing students' well - being. Sme schls have started t reduce hmewrk lads and intrduce mre creative and physical educatin classes. The gvernment has als taken steps, such as limiting the perating hurs f hagwns t 10 p.m. and banning them frm perating n weekends. Additinally, there's a push t change university admissin criteria t cnsider factrs beynd test scres, such as extracurricular activities, cmmunity service, and persnal essays.
These refrms are met with mixed reactins. While many supprt the gal f creating a mre balanced educatin system, thers wrry that reducing academic rigr will harm Suth Krea's internatinal standing. Despite the challenges, the cnversatin arund educatin refrm cntinues, as the natin grapples with finding a way t nurture bth academic achievement and the health and happiness f its yung peple.
What is the main characteristic f Suth Krea's educatin system?
A. It priritizes creativity ver academic achievement.
B. It is highly cmpetitive and demanding.
C. It fcuses n vcatinal training fr students.
D. It is relaxed and allws students plenty f free time.
Why d mst Suth Krean students attend hagwns?
A. T participate in sprts and extracurricular activities.
B. T get additinal help with exam preparatin.
C. T scialize with friends after schl.
D. T avid ding hmewrk at hme.
What is a negative effect f the cmpetitive educatin system?
A. Students have t much free time n their hands.
B. Students experience mental and physical health issues.
C. Universities are struggling t find enugh applicants.
D. Parents are nt invlved in their children's educatin.
What is the gvernment ding t refrm the educatin system?
A. It is clsing all hagwns t reduce student stress.
B. It is making university admissin easier fr everyne.
C. It is limiting hagwn hurs and changing admissin criteria.
D. It is increasing the number f exams students must take.