高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures优秀单元测试测试题

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures优秀单元测试测试题，文件包含Unit2BridgingCultures单元测试·基础卷教师版docx、Unit2BridgingCultures单元测试·基础卷学生版docx、Unit2BridgingCultures单元测试·基础卷考试版A3docx、Unit2BridgingCultures单元测试·基础卷参考答案docx等4份试卷配套教学资源，其中试卷共36页， 欢迎下载使用。
注意事项：
1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
2．回答第Ⅰ卷时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。写在本试卷上无效。
3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。
4．考试结束后，将本试卷和答题卡一并交回。
第一部分 阅读（共两节，满分50分）
第一节（共15小题；每小题2.5分，满分37.5分）
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Here are sme wnderful high schl prgrams abrad.
Hnrs Spanish Language & Culture
While all ur prgrams are useful, this prgram is fr students with the drive t grw their Spanish and crss-cultural understanding t the max! Yu have t take a language ability test t ensure yu can speak Spanish well.Yu will live in a lcal family and g n cultural activities and shrt trips.
Leadership & Service in Public Health
In this prgram, yu shuld assess the health needs f cmmunities in Santiag and participate in field-based public health educatin initiatives (倡议). Alngside a lcal nngvernmental rganizatin, take part in activities that encurage children and teens t frm healthy habits, like healthy eating, physical activities, and enugh sleep.
Service in Yung Cancer Patients Develpment
Yu will dive int the wrkings f a lcal nngvernmental rganizatin in Mérida. Its missin is t imprve the lives f yung, disadvantaged cancer patients and imprve their chances f recvery. Undertake meaningful tasks that supprt this missin and see the effect n the cmmunity. Living with a hst family, yu’ll fully experience lcal traditins t better understand yur service.
Advcating (提倡) fr Scial Justice
Develp yur scial justice advcacy skills! Jin ther students wh want t make a difference! Learn abut a lcal nngvernmental rganizatin that prvides care fr special grups. Reflect n yur wn cultural backgrund, identity, and scial cnditin in yur lcal cmmunity.Yur experiences in a hmestay family will encurage yu t be a participant f the change that matters fr nw and the future.
1．What is a requirement fr jining the first prgram?
A．T be required t live independently.B．T be native speakers f Spanish.
C．T pass a language ability test.D．T fcus n shrt trips.
2．What des the prgram in Santiag aim t prmte amng children and teens?
A．Physical activities nly.B．The number f skills.
C．Medical treatments.D．Healthy lifestyle.
3．What d the third and furth prgrams have in cmmn?
A．Bth fcus n the health f cancer patients.
B．Bth invlve living with a hst family.
C．Bth are centered arund scial justice.
D．Bth require a backgrund in scial wrk.
B
The pupils in Paula Merrigan’s kindergarten class ften call her mm, r smetimes even grandma, partly because Merrigan ensures all the children are greeted with a big smile when they enter the classrm in the mrning. She wrks with every single ne f them ne-n-ne at sme pint during the day, and she’s generus with praise, hugs, and affectin.
“When small children tell yu they lve yu, say it back t them,” said the teacher. “It’s imprtant fr every child t feel their teacher cares abut them and that schl is always a secure place t stay. When they knw yu truly care abut them, they want t d their best fr yu, because they’re seeking yur apprval.”
Merrigan als lets the children tell her their stries t learn what they’ re passinate abut. “When yu learn abut certain things they like and tie them t yur tpic, they lve it,” she said. “Maybe the children tld yu that they really like dinsaurs s when yu’ re teaching the letter ‘D’, yu create a dinsaur art prject t g with it.”
Given that separatin anxiety hits many yungsters hard when they enter the kindergarten classrm, hw children feel at the beginning f their schling can set the tne fr the rest f their academic life, experts say. “This is imprtant fr little nes because this is ften the first time that they’re experiencing frmal educatin,” said Hedy Chang, executive directr f Attendance Wrks, a nnprfit wrking t bst student attendance. “What happens during this time can help lay the fundatin fr scial and academic success.”
Researchers fund students f all ages wh miss an excessive amunt f schl ften suffer frm mental issues. They may need t feel nurtured, experts say. “T the degree that parents keep kids hme frm schl because the kids say they dn’t want t g,” said Debrah Stipek, an expert frm Stanfrd University, “children’s relatinship with the teacher shuld be an imprtant factr.” Merrigan, wh herself remembers faking being sick a few times as a child, culdn’t agree mre.
4．What is Merrigan’s class like?
A．Warm, supprtive, and engaging.B．Czy, quiet and test scre driven.
C．Lving and teacher-centered.D．Caring and fcused n persnal wrk.
5．Hw des Merrigan help make her students feel secure at schl?
A．Assigning them leadership rles.B．Allwing fr individual thughts.
C．Greeting them and shwing affectin.D．Keeping classes simple but interesting.
6．Why des Merrigan listen t her students’ persnal stries?
A．T learn abut children’s behavir patterns.
B．T help with accurate grading and assessments.
C．T smthly manage pssible classrm cnflicts.
D．T make her students mre fcused n her lessns.
7．What is the best title fr the passage?
A．Managing Parental Separatin AnxietyB．Attendance and Academic Achievement
C．Creative Kindergarten Teaching MethdsD．Cultivating Emtinal Cnnectins in Kindergartens
C
Every mrning n the island f O‘ahu, students at Pü‘öhala Elementary gather n a field as twering muntains watch them frm the mist. Their day starts with sngs in ‘ölel Hawai‘i, the islands’ native language, restating values f respect that their teachers hpe will guide them thrugh their educatin, and thrughut their lives.
Like mst kids their age, they’re nt cncerned abut the significance f the language they’re learning. Still, they have a weighty respnsibility: t receive the trch (火炬) and ensure the security f ‘ölel Hawai‘i fr future generatins.
It was nly 50 years ag that the language was n the edge f extinctin. Thugh the situatin is much imprved, in many ways ‘ölel Hawai‘i is still n life-supprt. Teachers say there’s a huge enthusiasm fr schl kids t learn the language, but as they grw up, they’re encuraged t fcus n “mre useful” subjects and use English, which are believed t assist them in achieving success in their wrk. In 2016, there were 18,610 Hawaiian speakers n the islands.
“One hundred thusand is the apprximate (大约的) number f speakers needed t cnsider the language safe,” says Slmn, prfessr f Hawaiian language at University f Hawai‘i at Māna. “The idea is that there are enugh peple passing it n t the next generatin, scializing their children t use the language in their daily life, t express all thughts and needs and desires.”
Frtunately, the kids f Pū‘öhala Elementary will take the respnsibility t cntinue the wrk f the current yung adults defending the language, expanding access t ‘ölel Hawai‘i in part thrugh TikTk and Instagram, and making the language a practical skill in adulthd. These yuth, alng with thse cmmitted t recvering the language frm previus generatins, share their hpes fr the better.
8．What are the students at Pū‘ōhala Elementary expected t d?
A．T figure ut the value f life.B．T g ut f the island f O‘ahu.
C．T pass their native language dwn.D．T draw peple’s attentin t flk sngs.
9．What makes the students quit ‘ölel Hawai‘i?
A．The imprved situatin.B．Career develpment.
C．Lack f enthusiasm.D．Little educatinal supprt.
10．What is the current situatin f ‘ölel Hawai‘i accrding t prfessr Slmn?
A．It has ne hundred thusand speakers.B．It is cnsidered a safe language.
C．It demands mre speakers t be safe.D．It is used in all walks f life.
11．What is the authr’s attitude twards the future f ‘ölel Hawai‘i?
A．Wrried.B．Hpeful.C．Unclear.D．Dubtful.
D
Understanding a simple-lking English sentence such as “I read this article yesterday” actually requires sme cmplicated cnceptual cmputatin: a subject (“I”) perfrmed an actin (“read”) n an bject (“article”) at a specific time (“yesterday”). But the human brain rutinely des this wrk nearly at nce based n the language’s grammatical rules, says linguist Andrea E. Martin. And Martin’s team has nw fund that the human brain can accmmdate fundamental grammatical differences acrss languages by adjusting hw it prcesses each sentence.
Fr a recent study in PLOS Bilgy, the researchers bserved variatins in Dutch-speaking participants’ brain waves while they listened t a Dutch-language audibk. T visualize these changes, the scientists used a metric (指标) quantifying hw many new “predictins” the brain makes f wrds that culd cme next in a sentence. This framewrk was then tested against three different parsing (语法分析的) strategies, r linguistic mdels that illustrate hw the brain builds infrmatin ver time.
Previus English-based studies with a similar setup cncluded in favr f a mdel where listeners “wait and see” hw each phrase in a sentence will end befre interpreting it. But the Dutch speakers in Martin’s study ever strngly tward a highly predictive mdel, participants tended t finish each phrase in their head, preemptively befre it was cmplete. (A third mdel, in which listeners wait t hear all f the phrases in a sentence befre interpreting any part f it, is seldm used in either language.)
In Dutch language structure, verbs cme near the end f a sentence rather than immediately after the subject like they d in English, explains study lead authr Martin. Fr instance, “I ate a ckie with chclate” in Dutch wuld be “I the ckie with chclate ate.” “Yu wuld have t wait very lng fr the verb t cme,” Martin says. “And that’s prbably unrealistically late; yu’re prbably much mre predictive in prcessing the sentence.”
The findings supprt the need fr scientists t include mre diversity when crafting linguistic mdels. “This is ging t help us capture hw the brain is understanding the structured meaning f language, and the scial applicatin f language,” Martin says. “There’s s much yet t be understd in the brain.”
12．Why des the authr cite the example in paragraph 1?
A．T intrduce a grammar rule.B．T analyze an English sentence.
C．T bring in a new research finding.D．T stress the cmplexity f human brain.
13．What des the underlined wrd “preemptively” in paragraph 3 prbably mean?
A．By accident.B．In advance.C．On time.D．By mistake.
14．Which sentence can match the Dutch language structure?
A．Universe the abut dcumentary saw.
B．Saw I a dcumentary abut the universe.
C．I saw a dcumentary abut the universe.
D．I a dcumentary abut the universe saw.
15．What des Martin try t stress in the last paragraph?
A．The challenges f brain researches.
B．The applicatin f the present findings.
C．The purpses f different linguistic mdels.
D．The necessity t diversify subjects in studies.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项
Several schls are trying t cut back n the use f slang (俚语). The Harris Academy in Upper Nrwd is ne schl that’s taking actin. Students there are banned frm using terms such as cz (because), ain’t (isn’t/ aren’t, etc.) and yeah (yes). Signs have been put up with a list f banned wrds. 16
But why? The big prblem is that many f these terms are appearing in written wrk. 17 The schl explained that they dn’t want the children t lse their identity, but t be able t cmmunicate prperly with peple and be understd. “We are ging t teach them the rules. 18 But we want them t knw that when they are filling in applicatin frms and speaking in a frmal situatin they shuld use Standard English,” said a teacher.
S, what’s causing the prblem? Firstly, slang is just abut everywhere these days: in TV shws, sngs, films, etc. And with mre and mre peple using it in cnversatins with friends and cwrkers, it’s becming mre acceptable. 19 Texting ften invlves using abbreviatins r phnetic (语音的) frms f wrds, such as wt (what), dat (that), n (and), and gnna (ging t).
20 It’s argued that the very nature f English is its flexibility and it’s a ban that wuld be impssible t achieve as there’s n fficial language plice. The type f language that peple use can’t be cntrlled. “The reasn why English is s ppular is that it develps and adapts well t fit the way it’s being used,” a language expert explained.
Is the “war” n slang wrth fighting?
A．This puts many children at a severe disadvantage.
B．N dubt the strength f English lies in its diversity.
C．The increasing use f scial media als has an effect.
D．If they decide nt t use these rules with friends, that is fine.
E．A letter has als been sent t parents explaining the decisin.
F．The rle f schls in develping language skills has raised dubt.
G．Hwever, many see any attempts t cntrl language as pintless.
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项
It was during 7th grade, n the schl’s path utside ur classrms. Tw classes had gathered t play a game. I was 21 t jin, but a classmate refused t let me play n her team. Her 22 was enugh t make smene feel useless. It was a painful 23 , enugh t hurt my heart deeply.
This wasn’t the 24 time I felt this way. In schl, at hme, everywhere, I felt dwn, ashamed, and wrthless. Then life gave me a 25 small gift — ne tiny encuragement that had a(n) 26 effect, bringing huge changes t my life.
It happened ne day in 9th grade. I’d always struggled with English and ften felt dwn abut my abilities. S when I 27 scred high n an imprtant test, it surprised everyne, especially my teacher. I’d studied hard, but my 28 was sudden and unexpected. My teacher’s praise became the first drp f rain, bringing fresh hpe and energy. She appreciated my wrk and 29 my spirits with a pat n the cheek. This mment wuld later 30 hw small acts f kindness can change smene’s wrld.
That mment 31 me up like electricity — it became a push t 32 my effrts, causing me t rethink things, driving me t try my hardest t d well in every subject.
I remember my teacher’s wrds: “Seeing such bright kids makes my heart fill with pleasure.” I decided t 33 t my teacher’s supprt, warmth, and understanding with even greater prgress.
I started seeing things differently, and ne idea 34 me: Kindness is a 35 , nt weakness. Speaking gently shuldn’t be seen as weakness.
21．A．embarrassedB．scaredC．surprisedD．excited
22．A．rejectinB．principleC．judgeD．review
23．A．reactinB．mmentC．prcessD．treatment
24．A．anxiusB．variusC．singleD．typical
25．A．preciusB．mralC．sensitiveD．harmnius
26．A．gracefulB．advancedC．magicalD．prfessinal
27．A．naturallyB．accidentallyC．graduallyD．easily
28．A．prideB．happinessC．surpriseD．imprvement
29．A．believedB．liftedC．understdD．felt
30．A．recallB．figureC．illustrateD．cmpare
31．A．chargedB．builtC．pickedD．wke
32．A．care frB．adapt tC．figure utD．keep up
33．A．appealB．respndC．turnD．stick
34．A．stuck withB．caught upC．shwed ffD．came acrss
35．A．trendB．missinC．recgnitinD．virtue
第二节（共10小题；每小题1. 5分, 满分15分）
阅读下面短文，在空白处填入 1个适当的单词或括号内单词的正确形式。
The “Chinese Bridge” Chinese Prficiency Cmpetitin fr Freign Cllege Students, ften called the “Olympics f Chinese”, is a 36 (true) imprtant glbal event. Since its start in 2002, it has attracted ver 1.7 millin yung language lvers frm arund the wrld.
Last year, under the 37 (guide) f China’s Ministry f Educatin and the Fujian gvernment, 147 cntestants frm 130 cuntries 38 (cme) tgether in Fujian fr the finals. These cntestants, like Ana Karina Rivas Nunez frm Venezuela and Benjamin Herman frm Belgium, explred Fujian’s rich culture by visiting 39 (place) such as the Quanzhu Maritime Museum and the beautiful Wuyi Muntains. Rivas, 40 was really int the tea-making prcess and lcal seafd dishes, was deeply impressed, and Herman wrked hard t becme the champin.
Fr many cntestants, this cmpetitin, which is mre 41 just a language test, is a great pprtunity t be cultural ambassadrs. 42 (inspire) by a Chinese drama, Rivas nw dreams f studying in China. Yasmine Sayed Mhamad Hamed Osman frm Egypt, after winning the African champinship, hpes 43 (teach) Chinese.
The cmpetitin nt nly helps mre peple learn Chinese but als strengthens cultural exchange amng cuntries, making peple arund the wrld understand each ther better. It gives these yung peple 44 stage t shw their talents and share their unique cultural ideas, thus 45 (enrich) the wrld’s culture.
第三部分 写作（共两节, 满分40分）
第一节（满分15分）
46．假定你是李华，你校将举办一次国际文化节，要求参与者设计融合各国文化特征的未来城市模型。请给外教Mr. Green 一封邮件，内容包括：
1. 活动时间和地点；
2. 设计项目的主题与特征；
3. 邀请他担任评委及其原因。
注意：
1. 词数80左右；
2. 开头与结尾已给出，不计入总词数。
Dear Mr. Green,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Sincerely,
Li Hua
第二节（满分25分）
47．阅读下面材料，根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。
The annual schl sprts meet was in full swing, electrifying the playgrund with energy. Cheers and shuts filled the air as students frm different classes cmpeted in varius events. Amng the participants was Lily, a shy but determined girl frm Class 3.She had signed up fr the 800-meter race, hping t prve t herself and her classmates that she culd vercme her self-dubt.
Lily std at the starting line, her heart punding wildly in her chest. She tk a deep breath befre the whistle sunded. As sn as the race began, she started running, trying her best t keep up with the ther girls. Fr the first lap, everything went smthly. But then, disaster struck. Lily accidentally tripped ver a small rck n the track and fell t the grund. Sharp pain sht thrugh her knees and hands, and she felt the warm trickle f bld.
As Lily lay stunned n the track, the ther runners rushed past her. Humiliatin burned her cheeks as she nticed classmates watching frm the sidelines, whispering t each ther. Certain they were laughing at her failure. Tears welled in her eyes. The urge t quit and g hme nearly verwhelmed her.
Just then, a figure emerged frm the crwd. Amy, ne f Lily’s classmates, stpped mid-race and knelt beside her. ‌“Are yu kay?” she asked, genuine cncern shining in her eyes. T ashamed t speak, Lily culd nly shake her head. ‌“Cme n,” Amy said firmly, extending her hand. ‌“Let’s finish this tgether.”
At that mment, the schl principal, wh had been bserving the race, hurried ver. After exchanging a few quiet wrds with Amy, he turned t Lily with an encuraging smile. Supprted by their kindness, Lily slwly rse t her feet, emtins swirling within her. Thugh the physical pain remained, it was nw accmpanied by a grwing sense f determinatin that pushed aside her earlier despair.
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题纸的相应位置作答。
Amy helped Lily dust herself ff and tgether they tk a few steps frward.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the race, Lily fund herself surrunded by her classmates.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________