2018届高考英语第一轮知识点达标检测试卷及答案(15份)

第一部分必修一Module 1Ⅰ. 完形填空导学号58082016I had worried myself sick over Simon's mother coming to see me. I was a new __1. C__，and I gave an honest account of the students' work. In Simon's case, tthe grades were awfully low. He couldn't read his own handwriting. __2. D__ he was a bright student. He discussed adult subjects with nearly adult comprehension. His work in no way reflected his __3. A__.So when Simon's mother entered the room, my palms(手掌心) were sweating. I was completely__4. D__for her kisses on both my cheeks. “I came to thank you，”she said, surprising me beyond speech. __5. B__me, Simon had become a different person. He talked of how he__6. B__me, he had begun to make friends, and for the first time in his twelve years, he had__7. D__spent an afternoon at a friend's house. She wanted to tell me how grateful she was for the__8. B__ I had nurtured(培养) in her son. She kissed me again and left.I sat, stunned (惊呆), for about half an hour, __9. D__ what had just happened. How did I make such a life－changing difference to that boy without __10. A__knowing it? What I finally came to __11. A__ several months before, when some students were 12. C reports in the front of the class, Jeanne spoke __13. B__，and to encourage her to raise her voice, I had said, “Speak up. Simon's the expert on this. He is the __14. D__ one you have to convince, and he can't hear you in the __15. C__ of the room. ” That was it. From that day on, Simon had sat up straighter, paid more attention, __16. A__ more, and became happy. And it was all because he __17. C__to be the last kid in the last row. The boy who most needed __18. A__ was the one who took the last seat that day.It taught me the most __19. D__ lesson over the years of my teaching career, and I'm thankful that it came __20. B__and positively. A small kindness can indeed make a difference.1．A. cleaner B．reporterC．teacher D．monitor[解析]可以从下文的关键问“students”得出对应的身份“teacher”。

2．A. Or B．AndC．So D．But[解析]空格前说Simon的成绩很差，书写不行；空格之后说，他是一个聪明的孩子。

句意上构成转折关系。

3．A. abilities B．courageC．feelings D．dream[解析]根据上文说他的思维能达到成人的深度，并未在他糟糕的学业表现上被体现出。

综合四个选项：courage“勇气”，ability“能力”，feeling“感觉”，dream“梦想”，可得“思维的深度”应该是能力的一种。

4．A. desperate B．responsibleC．unsuitable D．unprepared[解析]从下文的surprising可看出，作者是没有思想准备的。

5．A. In spite of B．Because ofC．Apart from D．As for[解析]从后文Simon的改变可知，因为这位新教师对Simon产生了一定的影响。

6．A. envied B．lovedC．pleased D．criticized[解析]下文叙述的是Simon往好的一方面的转变，所以可知他对于这位新教师是很喜爱的。

7．A. gradually B．constantlyC．obviously D．recently[解析]重点在于这个近期的转变——开始交朋友，到朋友家去玩，以显示出新老师对他近期产生的影响。

8．A. self－doubt B．self－respectC．self－pity D．self－defence[解析]self－respect自尊，self－doubt自我怀疑，self－pity自怜，self－defence自御，根据文章可知Simon的转变是好的，所以用四个中唯一的正面词汇。

故选B。

9．A. imagining B．observingC．regretting D．wondering[解析]从空格后的内容可知，空格需填的动作是一个思索的过程。

综合句意可得到答案wonder想知道。

10．A. even B．alsoC．always D．still[解析]通过语义不难判断，这位新老师在甚至连自己都没有注意到的情况下改变了Simon的态度，所以用even符合句意。

11．A. remember B．expectC．believe D．accept[解析]后文是对过去事件的回顾，所以用remember。

12．A. writing B．reviewingC．giving D．editing[解析]老师让学生在教师前面做报告。

通过“Speak up”可知是做口头的报告。

13．A. repeatedly B．quietlyC．quickly D．firmly[解析]通过下文“Speak up”，可知声音很轻。

14．A. lucky B．lonelyC．likely D．only[解析]根据语义直接可得：Simon是唯一一个你需要说服的人。

15．A. entrance B．middleC．back D．front[解析]根据“some students were giving reports in the front of the class”可知，老师是要最后一排的同学也能听见。

16．A. smiled B．sleptC．shouted D．quarreled[解析]根据前后语义，sat up straighter，paid more attention，________ more，and became happy. 坐得更直，注意力更集中，变得开心，可知都是正面词汇，以表示Simon的好的转变，所以可得，只有A是正面的表现。

17．A. intended B．pretendedC．happened D．refused[解析]根据intend to do打算做，想做；pretend to do假装做某事；refuse to do拒绝做某事；happen to do恰巧。

Simon的这一切改变完全是因为在那节课上，我叫了最后一排学生的名字，而他恰巧坐在最后一排。

18．A. praise B．changeC．thanks D．visits[解析]根据上文的故事“Simon's the expert on this”，可知这是一种表扬。

以此揭示文章的主旨：最需要表扬的学生就是坐在最后一排的学生。

19．A. difficult B．painfulC．enjoyable D．valuable[解析]新老师这次无心插柳柳成荫的举动是她教师生涯中的宝贵一课。

20．A. slowly B．earlyC．frequently D．occasionally[解析]由第一段的第一个空可知，她是一个新教师，所以是她早期的教师生涯。

Ⅱ. 阅读理解导学号58082017(2016·新课标Ⅱ，B篇)Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said: “Make something out of the Tinkertoys You have 45 minutes today—and 45 minutes each day for the rest of the week. ”A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built something out of their own imaginations.Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But I'm just not creative. ”“Do you dream at night when you're asleep？”“Oh, sure. ”“So tell me one of your most interesting dreams. ”The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “That's pretty creative. Who does that for you？”“Nobody. I do it. ”“Really—at night, when you're asleep？”“Sure. ”“Try doing it in the daytime, in class, okay？”文章大意：本文是一篇记叙文。