《2025年通成学典课时作业本高中英语选择性必修第一册人教版》

五、单句语法填空
1. As is mentioned above, the number of students is increasing in the city.
2. Up to now, Susan has set up many projects, one of which received an award.
3. Bing Dwen Dwen, whose appearance is a panda cub, was very popular in 2022.
4. Alex is always longing for that time, when he should be independent.
5. The boss is trying to create an easy atmosphere, where his employees can enjoy their work.

答案： 1. As 2. which 3. whose 4. when 5. where

六、用非限制性定语从句合并句子
1. He will have to wait until next month. Everything will be ready then.
He will have to wait until next month, when everything will be ready.
2. I told him the reason. I changed my mind for that reason.
I told him the reason, for which I changed my mind.
3. We visited the new library last Sunday. The new library was still being decorated.
We visited the new library last Sunday, which was still being decorated.
4. I must thank Professor Smith. Without his help I would never have got this opportunity.
I must thank Professor Smith, without whose help I would never have got this opportunity.
5. Chaplin lived the last years of his life in Switzerland. Chaplin was buried in Switzerland in 1977.
Chaplin lived the last years of his life in Switzerland, where he was buried in 1977.

答案： 1. He will have to wait until next month, when everything will be ready. 2. I told him the reason, for which I changed my mind. 3. We visited the new library last Sunday, which was still being decorated. 4. I must thank Professor Smith, without whose help I would never have got this opportunity. 5. Chaplin lived the last years of his life in Switzerland, where he was buried in 1977.

七、阅读理解
（2025·新课标Ⅰ卷）In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded that his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis（论点） statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin and to teach us what it means to be human.
1. Who are the people mentioned at the beginning of Paragraph 1?
A. Ninth graders.
B. Students’ parents.
C. Modern writers.
D. Fictional characters.
2. Why did the students perform poorly in writing their first essay?
A. They were not given enough time.
B. They had a very limited vocabulary.
C. They misunderstood the question.
D. They had little interest in the topic.
3. What does the underlined word “staggering” in Paragraph 3 mean?
A. Mixed.
B. Amazing.
C. Similar.
D. Disturbing.
4. What does the author’s experience show?
A. Teaching is learning.
B. Still waters run deep.
C. Knowledge is power.
D. Practice makes perfect.

答案： [语篇解读]本文是一篇记叙文，讲述了作者作为九年级写作老师，发现学生们首次写文章时表现不佳，后通过调整主题和要求，让学生们对写作更感兴趣的故事。
1. D 细节理解题。根据第一段可知，文中提到的牛仔、严格的父亲等人物是学生在写作课上创作的虚构角色。
2. D 推理判断题。根据第二段中“They could have written . . . simply didn’t strike them as important. ”可知，学生们不觉得写作重要，对这个话题缺乏兴趣，这导致他们的表现不佳。
3. B 词义猜测题。根据第三段中“The students took on . . . touched my heart. ”可知，调整要求后学生的文章话题丰富、内容充实、角色触动人心。由此可推知，staggering意为“令人惊叹的”，与B项意思相近。
4. A 推理判断题。根据第四段中“However, my students demonstrated something more important to me . . . to be human. ”可知，作者通过教学实践，从学生的表现中获得了新的感悟和体会，理解了写作的深层意义，这体现了“教学相长”的理念。