人教版(2019)高中英语必修第二册Unit 3 The internet同步习题1

年级: 学科: 类型:同步测试 来源:91题库

一、单句语法填空(共10小题)

1、In my view, high school students should have a balanced diet and eat more fruit and vegetables instead of junk food, which can be (benefit) to their health.
2、She found herself stuck at home with only her computer (keep) her company.
3、In my opinion, it is very important (bridge) the digital divide and make sure everyone has access to the Internet.
4、Some young people spend their free time using smartphones for (chat).
5、Only in this way can we enjoy the pleasure and (convenient) of the shared bikes.
6、It is an interesting book as I read it again and again.
7、Now that you are interested in Chinese culture, I suggest you apply for Peking University, where you can have access the best Chinese culture.
8、There are many students (stand) in a line to welcome the old soldier.
9、An English­speaking contest can improve the students' ability (speak) English.
10、We often walk to the beach, which is within walking X (distant) of my house.

二、阅读理解(共2小题)

1、阅读理解

    On her first day teaching students from poor families at an after­school program in New York City, Alyssa Kapasi noticed how many kids were lining up for free sandwiches and fruit in the school cafeteria. One of the workers explained that many of these students don't get enough to eat at home, so a school lunch or an after­school meal might be the most food they would get all day.

    Kapasi, who attends private school, was very surprised. What's more, she made up her mind to help. "I want other kids to understand that if you see a problem, you don't have to wait to grow up to fix it," says Kapasi. She and a group of friends are now putting their programming skills to work to create an app called Food for Thought, which will allow parents, students, and even kind­hearted strangers to donate to a lunch account for a student in need at a nearby school.

    About 20 million American kids receive free lunches. Two million more can have low­price meals, and those students' families have to pay for part of their food. When they don't have the money on any given day, the students might have to settle for an "alternative (可替代的) meal" such as a cheese sandwich.

    The app — which is getting financial (财政的) support from a GoFundMe page — provides anonymity (匿名) to those who receive lunch and donors. To receive help, a family will need only a recommendation (推荐) from a school teacher, and no one else has to know.

    "I want to make an app that all users feel no shame in using," says Kapasi. She hopes to test the app in a school district this fall.

(1)Why does Kapasi want to create an app? (1)
A . To teach kids how to help others. B . To practise her programming skills. C . To introduce her school to the public. D . To solve the problem of hunger in schools.
(2)What does the underlined phrase "settle for" in Paragraph 3 probably mean? (2)
A . Buy. B . Make. C . Accept. D . Offer.
(3)What should a family do if they want to get help from Food for Thought? (3)
A . Visit a GoFundMe page. B . Get in touch with Kapasi. C . Be recommended by teachers. D . Donate something else instead.
(4)What can we infer about the users of Kapasi's app? (4)
A . They won't lose face in using it. B . They will make money by using it. C . They will know who offers them help. D . They won't meet their donors until this fall.
2、阅读理解

    Casey did not mean to text the name of a dead relative of hers to a friend. In fact, she wasn't even awake when it happened.

    No, this isn't the beginning of a ghost (鬼) story and Casey, 31, wasn't mad. She was sleeptexting, and she's not alone, according to researchers. There are a growing number of sleeptexters who send text messages while asleep. They are usually teens and young people.

    Dr Michael Gelb, who is studying why people sleeptext at New York University, says that stress (压力) level, quality of sleep, or something else all might result in sending a sleeptext.

    Alex Thielen, 22, is one of many sleeptexters who regret sending private messages to wrong people. She reports what happened before she sleeptexted one night.

    "It happened about one month into starting my first full­time job, so you could say I was very stressed out. I was still getting used to my sleep schedule because I wasn't used to getting up early every day for work. That night, I was very stressed out and had friends over to give me advice," she says. "So, I was really worried when I sleeptexted."

    For most sleeptexters, treatment is a matter of lifestyle choices. Gelb suggests shutting down all electronic devices (设备) at least 30 minutes before bed. And it also helps if you don't fall asleep with your phone close by, he says. That's easier said than done, however, for most young sleeptexters. "The phone is influencing young people. They grew up with texting and with Facebook and they're checking their phones every two minutes during the day," Gelb explains. "It's a part of their lives."

    The friend Casey mistakenly texted happens to be a doctor. She also suggested the treatment for Casey. "The person I texted did advise me to maybe not keep my phone that close when I slept, for fear that a more harmful sleeptext might be sent," Casey explains.

(1)What can we learn about the message that Casey sent? (1)
A . It was the beginning of a ghost story. B . It was received by her relative. C . It was sent in her sleep. D . It was about sleeptexting.
(2)What may be the cause of Alex's sleeptexting? (2)
A . Deep sadness. B . Wrong medicine. C . Health problems. D . Too much worry.
(3)What can we infer from Gelb's words in Paragraph 6? (3)
A . The phone encourages young people's growth. B . The phone changes the way young people think. C . It's difficult for young people to get into bed early. D . It's hard for sleeptexters to stay away from the phone.
(4)What might be Gelb's attitude to that doctor's advice? (4)
A . He supports it. B . He disagrees with it. C . He is uninterested in it. D . He is doubtful about it.

三、完形填空(共1小题)

1、完形填空

    The day before Father's Day, Mrs Berry asked her students to make a card for their fathers. She passed out paper and pieces of cloth.

    Elizabeth looked for a while at the blue cloth and began to cut it. Then she 1 her paper in half and began writing. When Elizabeth finally looked at the message the teacher gave on the paper, she noticed something else. She felt her 2 grow hot — she hadn't heard that anyone who didn't have a father could make one for a grandfather or an uncle.

    As her teacher walked to her, Elizabeth tried 3 her card with her arm, but Mrs Berry gently 4 it so that she could read it. Elizabeth sat 5, waiting for her to say something, but she saw a 6 roll down Mrs Berry's face. She had never made Mrs Berry so upset.

    When school was over, Elizabeth 7 until all the other kids left so that she could 8. "I'm sorry for not listening. I'll make another card 9 you want, I'll do it 10 and bring it tomorrow."

    "11 are you talking about?" asked Mrs Berry.

    "My Father's Day card. I know you're upset because I didn't do it 12".

    "Elizabeth, that was the 13 card in the whole class. It was so 14 that it made me cry."

    Elizabeth was so 15 that she ran out of the classroom.

When her mum came home from work that night, Elizabeth 16 to give her the card early.

    On the front of the card was a 17 of Elizabeth's mum, with a blue piece of cloth cut like her hair. Inside the card she had written:

Dear Mum,

    I know you work really hard to be both a mummy and a(n) 18. I want to thank you and 19you a happy Father's Day!

Love,

Elizabeth

    When her mum read the card she started 20, just like Mrs Berry did.

(1)
A . cut B . tore C . spread D . folded
(2)
A . heart B . face C . hands D . body
(3)
A . covering B . holding C . doing D . making
(4)
A . caught B . left C . lifted D . placed
(5)
A . alone B . still C . up D . down
(6)
A . tear B . smile C . hair D . sweat
(7)
A . worked B . waited C . stood D . sat
(8)
A . apologize B . stop C . understand D . stay
(9)
A . because B . until C . unless D . if
(10)
A . just here B . at once C . at home D . at school
(11)
A . Who B . Whose C . Which D . What
(12)
A . carefully B . quickly C . wrong D . right
(13)
A . worst B . best C . favourite D . simplest
(14)
A . wild B . useful C . sweet D . hard
(15)
A . happy B . regretful C . brave D . rude
(16)
A . seemed B . decided C . refused D . promised
(17)
A . recording B . discovery C . drawing D . writing
(18)
A . teacher B . sister C . daddy D . aunt
(19)
A . wish B . hope C . want D . congratulate
(20)
A . laughing B . joking C . worrying D . crying
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