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（5）Unit 5 Poems—高二英语人教版（2019）选择性必修第三册期末易错题集训
一、易错点分析
定语从句
(一) 定语从句的定义
用来修饰名词或代词的从句叫定语从句。被定语从句所修饰的名词或代词叫先行词(antecedent)。定语从句一般是由关系代词或关系副词来引导的。相当于名词和形容词的作用。
例：They tested hundreds of Chinese medical treatments that showed promise in the fight against the disease.
(二) 关系代词和关系副词的作用
1. 引导作用
2. 替代作用
3. 在定语从句中担当某个成分的作用
例：Tu Youyou was awarded the Nobel Prize which is considered one of the highest international honors a person can receive.
(三) 定语从句的类型
限制性定语从句 非限制性定语从句
意义上 从句与主句关系紧凑，从句对先行词起修饰限定作用，缺少从句会影响句意的完整 从句与主句的关系相对松散，从句对先行词或主句起补充说明作用，去掉不影响句意的完整
功能上 修饰先行词 修饰先行词或整个句子
结构上 1. 主句与从句之间不用逗号 2. 关系词作从句的宾语可省略 3. 可用that 引导 1. 主句与从句之间多用逗号隔开 2. 关系词作从句的宾语不可省略 3. 不能用that引导
(四) 引导非限制性定语从句的关系词
1. 引导非限制性定语从句的关系词
关系代词which, who, whom, whose, as
关系副词when, where
例：Water, which is a clear liquid, has many uses.
水是一种清澈的液体，有许多用途。
He will put off the picnic until May 1st, when he will be free.
他将把野餐推迟到5月1日，那时他将有空。
2. 关系词在句中所作的成分：
关系代词：主语、宾语、表语、定语
关系副词：状语
例：The boy, whose father is an engineer, studies very hard.
这个男孩，他的爸爸是一位工程师，学习很努力。
Once more I am in Boston, where I have not been for years.
我再次来到波士顿，我多年没来了。
3. 非限制性定语从句中关系词的用法
(1)who, whom, whose引导的非限制性定语从句
① 关系代词who, whom引导的非限制性定语从句修饰人
② 关系代词who在定语从句中作主语、宾语或表语；whom作宾语；介词后用whom，不用who
例：Our guide, who was a French Canadian, was an excellent cook.
我们的向导，一个法裔加拿大人，擅长烹调。
Mr. Smith, from whom I have learned a lot, is a famous scientist.
史密斯先生是一位著名的科学家，我从他那儿学了很多东西。
③ whose作定语，先行词是人时，whose + n.相当于the + n. + of whom。先行词是物时，whose + n.相当于the + n. + of which
例：The books on the desk, whose covers are shiny, are prizes for us.
桌子上的书是我们的奖品，书的封皮很亮。
(2)which, as的用法
① 两者在定语从句中作主语或宾语
例：Water, which is a clear liquid, has many uses.
水是一种清澈的液体，有许多用途。
Our country has sent up another man-made earth satellite, as is reported in the papers.
报纸上报道，我国又发射了一颗人造地球卫星。
② as, which引导非限制性定语从句的区别
as which
指代 引导的从句只能指代整个主句的内容 引导的从句既可指代整个主句的内容，又可指代主句的一部分
位置 可位于主句之前、之中或之后 引导的从句不能位于主句之前
意义 正如 这，那
(3)when, where的用法
① 关系副词when在非限制性定语从句中作时间状语，指代主句中表示时间的词语
② 关系副词where在非限制性定语从句中作地点状语，指代主句中表示地点的词语
③ when/ where有时可以换成"介词+which"
例：We'll put off the picnic in the park until next week, when the weather may be better.
我们打算把在公园里的这次野餐推迟到下周，那时天气可能会更好。
Opposite is St. Paul's Church, where you can hear some lovely music.
对面是圣保罗教堂，在那里你能听到好听的音乐。
I left on Sunday, when/ on which everyone was at home.
我星期日离开的，当时人人都在家。
(4)介词+ 关系代词引导的定语从句
在"介词+关系代词"中，关系代词用whom指人，用which指物。
例：He worked in a car factory for four years, after which he founded his own company in his hometown.
他在一家汽车厂工作了4年，之后在他的家乡建立了自己的公司。
We are short of two people, without whom we will need three more days to finish the work.
我们缺少两个人，没有他们，我们还需要三天的时间来完成这项工作。
(五) 使用非限制性定语从句的注意事项
1. that不能引导非限制性定语从句。
在非限制性定语从句中，用who，whom指人，用which指物
例：She was very fond of speaking French, which indeed she spoke well.
她很喜欢讲法语，而且讲得确实很好。
2. 当先行词是专有名词或被物主代词、指示代词修饰时，其后的定语从句通常是非限制性定语从句。
例：They went to London, where they lived for six months.
他们去了伦敦，在那儿住了六个月。
3. 非限制性定语从句可以补充说明整个主句。
例：In the presence of so many people he was a little tense, which was understandable.
在那么多人面前他有点紧张，这是可以理解的。
4. 非限制性定语从句表原因时，不用why引导，而用for which代替why
例：I had told them the reason, for which I didn't attend the meeting.
我已经告诉了他们我没有参加会议的原因。
二、语法填空
1. Between the two parts of the concert there was an interval, _____ the audience can go and buy some snacks.
2. Friends is not the first TV show_______Mathew Parry starred at the early stage of his acting career.
3. The repairman said the problem was in the engine, _____ was just what I had suspected.
4. _____ is mentioned above, the number of students of this school is increasing.
5. There were other reasons in addition to the bad weather _____ they didn't leave for Beijing as scheduled.
6. _____ the study suggests, hugs, _____ can help us get away from negative feelings, are of great benefit for us.
7. The professor is our physics teacher, _____ is respected by all the students.
8. They will never forget the days _____ they had a summer camp in Canada.
9. This afternoon I'm going to the lecture hall, _____ there will be a lecture on how to prepare for the college entrance examination.
10. Many lessons are now available online, _____ which students can choose for free.
三、阅读理解
Lots of factors contribute to how healthy a person is. Some of these are obvious, like the medical care they receive. But some less obvious factors can be even more important! Some examples include access to food, housing, healthcare, social support and education.
What good does education do to you Research shows that education can lengthen your life expectancy! Getting more education leads to better employment, higher income, and access to healthcare. And all of these improve overall health. So, people with more education tend to have higher life expectancies than people with less education.
Many studies show more education is associated with longer lives. But no one has calculated exactly how much longer or how much mortality risk goes down with each year of schooling. In other words, how does education lower a person’s risk of death Of course, everyone still dies, but a lower mortality risk means a higher chance of a long life.
We reviewed previous studies that looked at education and mortality, searching seven databases of scientific studies from around the world. We gathered all the studies on this topic published between 1980 and 2023. In total, we identified 603 studies from 59 countries. We analyzed the results from all these studies to measure how education affected mortality risk. Besides, we also looked at differences in the effect of education at different ages. Finally, we checked the effect of education across Socio-Demographic Index levels.
We found that getting more education lowers mortality risk. With each year of education, an adult’s risk of death goes down by about 2%. This effect is greater in younger adults than in older ones. But even people over 70 years old benefit from the positive effects of education! When we looked at countries at different stages of social and economic development, we didn’t find different results. This suggests that more years of schooling leads to longer lives in both rich and poor countries.
1.According to the author, education can be .
A. a pathway to health B. a measure of success
C. a source of stress D. a chance for the rich
2.What does the underlined word “mortality” in paragraph 3 mean
A. Health. B. Death. C. Virtue. D. Survival.
3.What is paragraph 4 mainly about
A. The methods. B. The arguments. C. The findings. D. The suggestions.
4.What can be inferred from the last paragraph
A. People in poor countries benefit more from education.
B. The impact of education on young people is relatively greater.
C. Education does affect how long people live in different countries.
D. People in rich countries have chances to gain further education easily.
四、七选五
Practical Strategies for Supporting Someone with Anxiety
Anxiety disorders affect approximately 1 in 4 adolescents, making daily life overwhelming. Yet, your small acts of compassion and proactive support can create a lifeline for those struggling. ① _________
Offer empathy, not judgment.
You don’t need to be a psychology expert to help. Begin by learning basic anxiety mon signs are a racing heart, avoidance, or irrational fears. Anxiety can make people overly sensitive and fearful. Remember, panic attacks aren’t just due to stress. ② _________. With this understanding, you can respond to others empathetically rather than judgmentally.
Respond with non-solution listening.
When someone shares their anxiety, resist the urge to solve it. ③ _________. Without offering a solution, try responding with “That sounds overwhelming—tell me more.” Avoid overused phrases like “Calm down!” Instead, validate their feelings: “It makes sense you feel that way.” Research shows that just non-solution listening reduces anxiety by 40% in acute situations.
④ _________.
Consistency builds trust. Text weekly: “How was your presentation today ” Invite them to low-pressure activities—a walk, not a party. Notice patterns: “I’ve seen you avoid crowds lately—want to talk about that ” Small, regular check-ins signal: “You’re not alone in this.”
Know when to encourage professional help.
Your support has limits. Severe anxiety signs need more than peer support. If anxiety affects school, sleep, or relationships, gently suggest finding a counselor together, like saying “I care about you—let’s find a counselor together.” Share resources such as a list of anxiety-specialized therapists. In conclusion, your actions can break their silence and isolation, offering hope and strength to overcome anxiety. ⑤ _________.
A. They need acknowledgment, not instant cures.
B. Let your support guide them through tough times.
C. Most people with anxiety benefit from medication.
D. Maintain consistent support through small gestures.
E. Normalize conversations about mental health struggles.
F. Here’s how to translate your empathy into meaningful actions.
G. They’re also the body’s physical responses to perceived threats.
答案以及解析
二、语法填空
1.答案： when
解析：句意为:音乐会的两部分中间有一段幕间休息时间,那时观众可以去买些小吃。此处the audience can go and buy some snacks是非限制性定语从句,先行词为interval,关系词在定语从句中作时间状语。故填when。
2.答案：that
解析：考查定语从句。句意：《老友记》并不是马修·派瑞演艺生涯早期出演的第一部电视剧。定语从句修饰先行词TV show，先行词在从句作宾语，且由序数词修饰，只能用that引导。故填that。
3.答案： which
解析：句意为:修理工说问题出在发动机上,这正是我所怀疑的。此处 _____ was just what I had suspected是非限制性定语从句,关系词指代the problem was in the engine,在定语从句中作主语。故填which。
4.答案：As
解析：句意为:正如上面所提到的,这个学校的学生数量正在增加。此处is mentioned above 是非限制性定语从句,关系词指代后面整个主句的内容,意为“正如”。故填As。
5.答案： why
解析：句意为:除了恶劣的天气之外,还有其他原因导致他们没有按计划前往北京。they didn't leave for Beijing as scheduled 是定语从句,先行词是reasons,关系词在定语从句中作原因状语,所以应用关系副词 why引导该从句。
6.答案：As; which
解析：句意为:正如研究表明,拥抱可以帮助我们摆脱消极情绪,对我们大有裨益。the study suggests是非限制性定语从句,置于句首,意为“正如研究表明”,应用 As引导;can help us get away from negative feelings是非限制性定语从句,关系词代指hugs,在定语从句中作主语,指物,应用关系代词which引导。
7.答案：who
解析：考查定语从句。句意:那位教授是我们的物理老师,他受到所有学生的尊敬。设空处无提示词且前面有逗号,“is respected by all the students”中缺少主语,由此可推断设空处引导非限制性定语从句,结合句意可知该定语从句修饰的先行词是 our physics teacher,故填who。
8.答案：when
解析：考查定语从句。句意:他们将永远不会忘记在加拿大夏令营度过的日子。设空处无提示词,结合句意可知,设空处引导定语从句,修饰先行词the days,且关系词在定语从句中作时间状语,故用关系副词when。
9.答案：where
解析：考查定语从句。句意:今天下午我要去报告厅,在那里将有一场关于如何备战高考的讲座。设空处无提示词且前面有逗号,结合句意可推测设空处引导非限制性定语从句,修饰先行词the lecture hall,关系词在从句中作地点状语,故用关系副词where。
10.答案：from
解析：考查“介词+关系代词”的用法。句意:现在很多课程可以在网上获得,学生可以从中免费选择。结合句意可知,学生们可以从前面提到的网上课程中进行选择,choose from意为“从……中选择”,故填from。此题中,from which为“介词+关系代词”引导非限制性定语从句。
三、阅读理解
1.答案：A
解析：细节理解题。根据第二段“What good does education do to you Research shows that education can lengthen your life expectancy! Getting more education leads to better employment, higher income, and access to healthcare. And all of these improve overall health. So, people with more education tend to have higher life expectancies than people with less education.(教育对你有什么好处 研究表明，教育可以延长你的预期寿命!接受更多的教育会带来更好的就业机会、更高的收入以及获得医疗保健的机会。而所有这些都能改善整体健康状况)”可知，教育可以是通向健康的一条途径。故选A项。
2.答案：B
解析：词义猜测题。根据第三段最后一句“Of course, everyone still dies, but a lower mortality risk means a higher chance of a long life.(当然，每个人最终还是会死去，但较低的死亡风险意味着长寿的几率更高。)”可知，人人都会死去，但较低的“mortality”风险意味着长寿的机会更高，因此“mortality”应该是与死亡相关。故选B项。
3.答案：A
解析：主旨大意题。根据第四段“We reviewed previous studies that looked at education and mortality, searching seven databases of scientific studies from around the world. We gathered all the studies on this topic published between 1980 and 2023. In total, we identified 603 studies from 59 countries. We analyzed the results from all these studies to measure how education affected mortality risk. Besides, we also looked at differences in the effect of education at different ages. Finally, we checked the effect of education across Socio-Demographic Index levels.(我们回顾了以往关于教育与死亡率的研究，检索了来自全球的七个科学研究数据库。我们收集了1980年至2023年间发表的关于这个主题的所有研究。总共确定了来自59个国家的603项研究。我们分析了所有这些研究的结果，以衡量教育如何影响死亡风险。此外，我们还研究了不同年龄段教育影响的差异。最后，我们检查了不同社会人口指数水平下教育的影响。)”可知，该段主要讲述了研究人员回顾以前关于教育和死亡率的研究，分析这些研究结果以衡量教育对死亡风险的影响，还研究了教育在不同年龄的影响差异以及在不同社会人口指数水平下的影响，这些都是在阐述研究的方法和过程。故选A项。
4.答案：C
解析：推理判断题。根据最后一段“We found that getting more education lowers mortality risk. With each year of education, an adult’s risk of death goes down by about 2%. This effect is greater in younger adults than in older ones. But even people over 70 years old benefit from the positive effects of education! When we looked at countries at different stages of social and economic development, we didn’t find different results. This suggests that more years of schooling leads to longer lives in both rich and poor countries.(我们发现，接受更多的教育可以降低死亡风险。对于成年人来说，每接受一年的教育，死亡风险就会降低约2%。这种影响在年轻人中比在老年人中更大。但即使是70岁以上的人也能从教育的积极影响中受益!当我们观察处于不同社会和经济发展阶段的国家时，我们没有发现不同的结果。这表明，在富裕国家和贫穷国家，接受更多年的学校教育都能使人更长寿。)”可知，接受更多教育能降低死亡风险，每多接受一年教育，成年人的死亡风险下降约2%,这种影响在年轻人中比在老年人中更大，而且在不同社会经济发展阶段的国家都发现更多的受教育年限会带来更长的寿命，所以可以推断出教育确实会影响不同国家人们的寿命长短。故选C项。
四、七选五
答案：①-⑤FGADB
解析：①设空位于首段段尾，应是承接上文，引出下文的作用，根据前文“Anxiety disorders affect approximately 1 in 4 adolescents, making daily life overwhelming. Yet, your small acts of compassion and proactive support can create a lifeline for those struggling.(焦虑症影响了大约四分之一的青少年，使日常生活不堪重负。然而，你的同情心和积极的支持可以为那些挣扎的人创造一条生命线)”可知，本文主要讲述如何支持焦虑患者，所以F项“Here’s how to translate your empathy into meaningful actions.(以下是如何将你的同理心转化为有意义的行动)”承接上文，引出下文。故选F项。
②根据前文“Anxiety can make people overly sensitive and fearful. Remember, panic attacks aren’t just due to stress.(焦虑会使人过度敏感和恐惧。记住，恐慌症发作不仅仅是因为压力)”可知，前文提到恐慌症发作不仅仅是因为压力，所以空处应是提到其他原因，所以G项“They’re also the body’s physical responses to perceived threats.(它们也是身体对感知到的威胁的生理反应)”符合文意，解释引起恐慌的其他原因。故选G项。
③根据前文“When someone shares their anxiety, resist the urge to solve it.(当有人分享他们的焦虑时，不要急于解决它)”以及后文“Without offering solution, try responding with “That sounds overwhelming—tell me more.” Avoid overused phrases like “Calm down!” Instead, validate their feelings: “It makes sense you feel that way.” Research shows that just non-solution listening reduces anxiety by 40% in acute situations.(不要提供解决方案，试着这样回答：“这听起来让人不知所措，再告诉我一些。”避免过度使用“冷静！”相反，要证实他们的感受：“你这样想很正常。”研究表明，在紧急情况下，非解决性倾听可以减少40%的焦虑)”可知，A项“They need acknowledgment, not instant cures.(他们需要的是承认，而不是立竿见影的治疗)”是对前文的进一步解释，并引出后文的具体方法。故选A项。
④设空为本段小标题，根据后文“Consistency builds trust. Text weekly: “How was your presentation today ” Invite them to low-pressure activities—a walk, not a party. Notice patterns: “I’ve seen you avoid crowds lately—want to talk about that ” Small, regular check-ins signal: “You’re not alone in this.”(一致性建立信任。每周发短信：“你今天的演讲怎么样？”邀请他们参加一些压力较小的活动——散步，而不是聚会。注意模式：“我看到你最近避开人群——想谈谈这个吗？”小的，定期的检查信号：“你不是一个人在这样做。”)”可知，本段讲述通过生活中的细节来表示支持，所以D项“Maintain consistent support through small gestures.(通过细微的举动给予持续的支持)”符合文意。故选D项。
⑤设空位于段尾，是对前文的总结，根据前文“In conclusion, your actions can break their silence and isolation, offering hope and strength to overcome anxiety.(总之，你的行动可以打破他们的沉默和孤立，给他们带来克服焦虑的希望和力量)”可知，B项“Let your support guide them through tough times.(让你的支持指引他们渡过难关)”符合此处主题，为对前文的总结。故选B项。

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