PAGEPAGE1課時(shí)達(dá)標(biāo)(十九)Unit4Bodylanguage(見學(xué)用課時(shí)P43)Ⅰ閱讀理解A課標(biāo)話題人與社會(huì)·不同民族文化習(xí)俗體裁說明文詞數(shù)283難度(2024·全國名校大聯(lián)考)Inaforeigncountry,amanvisitedalocalrestaurant.Hedidn'tspeaktheirlanguage.Heorderedsomethingindecipherableoffthemenu.Whenthewaiterbroughthimaplateofdeliciouslookingfriednoodles,hesmiledandmadeanOKsignatthewaiterwithhisthumbandforefingerlinkedinacircle.Lookingangry,thewaiterthenpickedupthedishandthrownittohislap.Whathedidwrong,hewondered.Well,nothingisquiteasitseemswhenitcomestousinghandgestureinanothercountry.Gestureshavebeenusedtoreplacewordsinmanycountries,andtheyareoftenspecifictoagivenculture.Gesturemaymeansomethingcomplimentaryinoneculture,butishighlyoffensiveinanother.Thegesture“thumb-up”iscommonlymisinterpreted.InEnglish,itispopularlyknownas“thumbsup”，despitethefactthattheactioniscommonlyperformedwithonlyonehand.English-speakingCaucasiansuseittosignal“OK”，whichisthesamemeaningasOKringgesture.Thetwocaninfactbeusedalmostinterchangeably.AvoidusingthisgestureinNorthernGreeceunlessyouwanttoinviteafight.WhileAmerican,BritishandAustralianwouldusethethumb-uptosignalhitch-hikingtothedrivers,thismessagewillnotencourageaGreekdriverormotoristtostoptogivethemaride.Therearenorightorwrongsignals,onlyculturaldifferences.Lackofculturalunderstandingwillleadtodisharmonyamongpeoplefromdifferentcultures.Whenweknowwhattolookfor,suchencounterswithotherculturesareactuallyveryinteresting,fascinatingandfun.Itiscertainlyagreattopictodiscussoveracupofcoffeeandcakes.語篇導(dǎo)讀本文主要講解并描述了手勢語言在不同文化背景下的不同含義。1．Whatdidthemaninthefirstparagraphdowrong?A．Hemisunderstoodthewaiter.B．Hedidn'trealizeculturaldifferences.C．Heorderedsomethingoffthemenu.D．Hemadethesignalinarudeway.解析B推理推斷題。依據(jù)第一段最終一句可知，在不同國家運(yùn)用同樣的手勢所表達(dá)的意思可能不一樣，這個(gè)人沒有意識(shí)到文化差異，所以造成了誤會(huì)，故選B項(xiàng)。2．Whatdoestheunderlinedwordinthesecondparagraphmean?A．Fullofadmiration. B．Fullofaggression.C．Fullofcomplexity. D．Fullofcertainty.解析A詞義揣測題。依據(jù)畫線詞后的butishighlyoffensiveinanother可知，畫線詞與offensive意思相反，offensive意為“無禮的；令人厭煩的”，由此可揣測，complimentary的意思是“贊美的”，故選A項(xiàng)。3．Whatwillhappenifyoumakeathumb-uptowardamaninNorthernGreece?A．Hewillstoptogiveyoualift.B．Hewillgetannoyedandfightagainstyou.C．Hewillaskyoutogivehimalift.D．Hewillmakethesamesignaltowardyou.解析B細(xì)微環(huán)節(jié)理解題。依據(jù)倒數(shù)其次段第一句可知，在希臘北部，假如你對(duì)一個(gè)人伸出大拇指，他會(huì)認(rèn)為你想打架，故選B項(xiàng)。4．What'sthepurposeofthepassage?A．Toexplainthemeaningofdifferentgestures.B．Totellstoriesaboutdifferentcultures.C．Toadviseustohaveanunderstandingofculturaldifferences.D．Topersuadepeoplefromdifferentcountriestoliveinharmony.解析C寫作意圖題。文章開頭講解并描述了因不了解文化差異引發(fā)不開心的小故事，后面進(jìn)一步闡述了不同國家對(duì)手勢語言的不同理解，所以本文旨在建議我們要了解文化差異，故選C項(xiàng)。B課標(biāo)話題人與社會(huì)·人際關(guān)系與社會(huì)交往體裁說明文詞數(shù)341難度(2024·哈三中調(diào)考)Happy,angry,amazed—thesearesomeoftheemotionsweliketoexpressthesedayswhenwe'resendingamessageonoursmartphones！That'swhymanyofusnowaddlittlepicturestoourtextstobrightenupsomeone'smobilescreenbutwe'realsousingthemasaquickwayoftellingsomeonehowwe'refeeling.Yes，emojishavebecomeavitaltoolforcommunication.Let'sclearonethingupfirst—thereareemojisandemoticons(表情符號(hào)).Thelatterarelittleimagesmadeusingnormalkeysonakeyboard.Forexample,acolon,twodots,followedbythecurvedlineofaclosebracketsisa“smileyface”．TheemojiwasfirstinventedinJapaninthelate1990sandtheword“emoji”comesfromtheJapanesewordsfor“picture”and“character”.Thenumberofdifferentimageshasdramaticallyincreasedsincethenandnowwehaveapictureforeverymoodorsituation.Sonowwehavetheoptiontogivethisnewcreationthevisual“thumbs-up”buthaveyouthoughtwhywe'vebecomesoaddictedtousingemojis?ProfessorVyvEvans,haswrittenabookcalledTheEmojiCode——hesays,“Whatwe'refindingisthatdigitalcommunicationistakingoverfromcertainaspectsofface-to-faceinteraction…Oneofthereasonsemojisaresointerestingisthattheyreallydoenableustoexpressouremtionalselvesmuchmoreeffectively.”Anotheradvantageofemojisisthattheyareaninternationallanguage—theydon'tusewordsbuttellamessageinpictorialformsotheycanbeeasilyinterpretedwhateveryournativelanguageis.Emojisareagoodwayforshowingempathy—theyareavirtualhugoraflirtatioustease.ButaslinguistNeilCohnsays,“Tomany,emojisareanexcitingevolutionofthewaywecommunicate;toothers,theyarelinguistic(語言學(xué)的)Armageddon.”Itdoesshowthereisalotmoretoourcommunicationthanwordsalonebutdoesthismeanthedeclineintraditionalwriting?語篇導(dǎo)讀本文介紹了表情包的來源以及人們熱衷于在溝通中運(yùn)用表情包的緣由。5．Whatisthemainideaofthepassage?A．Thedeclineintraditionalwriting.B．Thedifferencesbetweenemojisandemoticons.C．Theoriginoftheemoji.D．Theriseoftheemoji.解析D主旨大意題。依據(jù)全文內(nèi)容，尤其是第一段最終一句可知，本文主要介紹了表情包成為重要溝通工具的緣由，即表情包的興起，故選D項(xiàng)。6．WhyareemojissoappealingaccordingtoProfessorVyvEvans?A．Becausetheyareeasytouse.B．Becausetheyallowustoexpresswhateverwewant.C．Becausewearecapableofconveyingourfeelingsbetter.D．Becausedigitalcommunicationhastakentheplaceofface-to-facecommunication.解析C細(xì)微環(huán)節(jié)理解題。依據(jù)第四段最終一句可知，教授認(rèn)為表情包有吸引力是因?yàn)橥ㄟ^它人們可以更加有效地表達(dá)心情，即可以更好地表達(dá)情感，故選C項(xiàng)。7．Whatcanweknowaccordingtothepassage?A．Anemojiisasmallpicturewhichismadeusingnormalkeysonakeyboard.B．TheemoticonappearedinJapanforthefirsttime.C．Peopleincludinglinguistsallbecomecrazyaboutemojisnow.D．Emojishavebecomeaquickerandmoreeffectivetooltoexpressourfeelingsinmodernsociety.解析D細(xì)微環(huán)節(jié)理解題。依據(jù)第一段其次句和第四段最終一句可知，在當(dāng)今社會(huì)，表情包成了更快、更有效地表達(dá)情感的工具，故選D項(xiàng)。8．Whatdoestheunderlinedword“Armageddon”probablyreferto?A．Nightmare. B．Excitement.C．Preference. D．Future.解析A詞義揣測題。依據(jù)該單詞的后一句可知，因?yàn)橛斜砬榘藗円庾R(shí)到不單單只有文字可以用于溝通，而這對(duì)于語言學(xué)家來說并非好事，故選A項(xiàng)。Ⅱ七選五課標(biāo)話題人與自我·語言學(xué)習(xí)體裁說明文詞數(shù)256難度Deadlanguagesarethosethatnolongerhaveanativespeakingcommunity.__1__?Beforewegetintohowtolearnadeadlanguage,orevenanextinctlanguage,let'stakeastepbackandtalkaboutwhattheyare.__2__,_soIthinkit'sworthtakingamomenttodistinguishthetwo.Adeadlanguageisalanguagethatisnolongerthenativelanguageofacommunity,evenifitisstillusedinothercontexts.__3__—perhapsacademiaoramongstindividualsorinspecialcircumstances—suchastheuseofLatinintheVaticanCity.Incontrast,extinctlanguagesarethosethatarenolongerincurrentuseandthatdonothaveanyspeakers.Whilescholarshavetriedtodrawaclearlinebetweenthetwo,thedivisionisstillalittlefuzzy.Why?Becausebothlanguagesexperiencedthesameprocessandnolongerhaveanynativespeakers.Thedifferenceisthatdeadlanguagesmaystillhavecommunitiesthatspeakthelanguage.__4__.Maybetheyareasmanyashundredsofthousands.There'salotofhistoryonthatlist.Whatcausedsomanyofthelanguagesoncespokenaroundtheworldtodie?Infact,therearealotoffactorsthatcanleadtotheendofalanguage.Languagedeathhappensasalanguageiseitherabsorbedintoanother—usuallyaminorlanguageintoamajor—orthelastnativespeakerislost.__5__.Sometimesthereareradicallanguagedeathswherethenativespeakersstopspeakingthelanguage,whetherbyforceorchoice.A．ItsusestendtoonlyexistinspecificsituationsB．ThedeadlanguageisbeneficialtothenativestudentsC．HowdoyoulearnalanguagewithoutnativespeakersD．DeadlanguagesareoftenconfusedwithextinctlanguagesE．WhatdoyouthinkaboutthedeadlanguagespokenoutsideorinsideF．Accordingtovarioussources,therearethousandsofdeadlanguagesG．Thistypicallyhappensoveralongperiodoftime,butthereareexceptions語篇導(dǎo)讀本文介紹了有關(guān)死語言的一些狀況。1．解析C順承關(guān)系。依據(jù)空處上下文可知，C項(xiàng)(沒有以說這種語言為母語的人，如何學(xué)習(xí)該語言)符合語境，故選C項(xiàng)。2.解析D因果關(guān)系。依據(jù)下文的takingamomenttodistinguishthetwo以及Incontrast,extinctlanguages…可知，作者在此處對(duì)比死語言與滅亡的語言的差別，解決死語言常常與滅亡的語言相混淆的問題，故選D項(xiàng)。3．解析A總分關(guān)系。依據(jù)上句的stillusedinothercontexts以及下文的perhapsacademiaoramongstindividualsorinspecialcircumstances…可知，空處與死語言運(yùn)用的場合有關(guān)，A項(xiàng)符合語境，故選A項(xiàng)。4．解析F遞進(jìn)關(guān)系。依據(jù)下文的Maybetheyareasmanyashundredsofthousands以及最終兩段內(nèi)容可知，空處與死語言的數(shù)量有關(guān)，故選F項(xiàng)。5．解析G轉(zhuǎn)折關(guān)系。依據(jù)上文講到的死語言的發(fā)展改變并結(jié)合下文提到的有些當(dāng)?shù)厝送蝗煌Ｖ拐f他們的語言可知，G項(xiàng)符合語境，故選G項(xiàng)。Ⅲ短文改錯(cuò)Thedayrightaftermyseventeeneq\o(seventeen,\s\do10(seventeenth))①birthdayduringlastsummervacation,Ieq\o(pay,\s\do10(paid))②avisittomygrandparents.They'vebeenlivinginavillageoutsidethecityeq\o(that,\s\do10(where))③Ihadawonderfulchildhoodwiththem.Iwassittingatabusstoptalkingeq\o(∧,\s\do10(to/with