人教版必修三Unit 4 Astronomy the science of the stars Language points课时作业 (2).docx

unit 4 astronomy- the science of the stars课时作业language points请认真阅读下列短文，选出最佳选项，并在答题卡上将该项涂黑。a argentina in the late nineteenth century was an exciting place. around 1870，it was experiencing an economic(经济的)boom，and the capital，buenos aires，attracted many people. farmers，as well as a flood of foreigners from spain and italy，came to buenos aires seeking jobs. these jobs didnt pay well，and the people felt lonely and disappointed with their new life in the city. as the unhappy newcomers mixed together in the poor parts of the city，the dance known as the tango(探戈舞)came into being.at the beginning the tango was a dance of the lower classes. it was danced in the bars and streets. at that time there were many fewer women than men，so if a man didnt want to be left out，his only choice was to dance with another man so that he could attract the attention of the few available women. gradually，the dance spread into the upper classes of argentinean society and became more respectable.in europe at this time，strong interest in dance from around the world was beginning. this interest in international dance was especially evident in paris. every kind of dance from ballet(芭蕾舞) to belly dancing could be found on the stages of the paris theaters. after tango dancers from argentina arrived in europe，they began to draw the interest of the public as they performed their exciting dance in cafes. though not everyone approved of the new dance，saying it was a little too shocking，the dance did find enough supporters to make it popular.the popularity(流行) of the tango continued to grow in many other parts of the world. soldiers who returned to the united states from world war brought the tango to north america. it reached japan in 1926，and in 2003 the argentinean embassy (大使馆)in seoul hired a local tango dancer to act as a kind of dance ambassador（大使），and promote tango dancing throughout south korea.56.the origin of the tango is associated with_.a. belly dancers b. american soldiers c. a spanish city d. the capital of argentina57. before world war，the tango spread to_.a. america b. japan c. france d. south korea58. what can be the best title for the text?a. how to dance the tango b. the history of the tangoc. how to promote the tango d. the modern tango boomb olaf stapledon wrote a book called first and last men, in which he looked millions of years ahead. he told of different men and of strange civilizations, broken up by long dark ages in between. in his view, what is called the present time is no more than a moment in human history and we are just the first men. in 2,000 million years from now there will be the eighteenth or last men.however, most of our ideas about the future are really very short-sighted. perhaps we can see some possibilities for the next fifty years. but the next hundred? the next thousand? the next million? thats much more difficult.when men and women lived by hunting 50,000 years ago, how could they even begin to picture modern life? yet to men of 50,000 years from now, we may seem as primitive in our ideas as the stone-age hunters do to us. perhaps through the cribe , these words, which i have just made up , have to stand for things and ideas that we simply cant think of .so why bother even to try imagining life far in the future? here are two reasons. first unless we remember how short our own lives are compared with the whole human history, we are likely to think our own interests are much more important than they really are. if we make the earth a poor place to live because. we are careless or greedy or quarrelsome, our grand-children will not bother to think of excuses for us.second, by trying to escape from present interests and imagine life far in the future, we may arrive at quite fresh ideas that we can use ourselves. for example, if we imagine that in the future men may give up farming, we can think of trying it now. so set you imagination free when you think about the future .59a particular mention made of stapledons book in the opening paragraph _aserves as a description of human history bserves an introduction to the discussionc. shows a disagreement of views d. shows the popularity of the book60 the text discusses men and women 50,000 years ago and 50,000 years from now to show that _.ahuman history is extremely longblife has changed a great dealcit is useless to plan for the next 50 yearsdit is difficult to tell what will happen in the future61according to the writer of the text , imagining the future will _.aserve the interests of the present and future generationsbenable us to better understand human historychelp us to improve farmingdmake life worth livingc the easy way out isnt always easiest. i learned that lesson when i decided to treat doug, my husband of one month, to a special meal. i glanced through my cookbook and chose a menu which included homemade bread. knowing the bread would take time, i started on it as soon as doug left for work. as i was not experienced in cooking , i thought if a dozen was good, two dozen would be better, so i doubled everything. as dong loved oranges, i also opened a can of orange and poured it all into the bowl. soon there was a sticky dough(面团)covered with ugly yellowish marks. realizing i had been defeated, i put the dough in the rubbish bin outside so i wouldnt have to face doug laughing at my work, i went on preparing the rest of the meal , and , when doug got home, we sat down to cornish chicken with rice . he tried to enjoy the meal but seemed disturbed. twice he got up and went outside, saying he thought he heard a noise. the third time he left, i went to the windows to see what he was doing. looking out, i saw doug standing about three feet from the rubbish bin, holding the lid up with a stick and looking into the container. when i came out of the house, he dropped the stick and explained that there was something alive in out rubbish bin. picking up the stick again, he held the lid up enough for me to see. i felt cold. but i stepped closer and looked harder. without doubt it was my work. the hot sun had caused the dough to double in size and the fermenting yeast (酵母)made the surface shake and sigh as though it were breathing. i had to admit what the living thing was and why it was there. i dont know who was more embarrassed by the whole thing doug or me.62the writers purpose in writing this story is _a. to tell an interesting experienceb. to show the easiest way out of a difficultyc. to describe the trouble facing a newly married womand. to explain the difficulty of learning to cook from books63why did the womans attempt at making the bread turn out to be unsuccessful?a. the canned orange had gone bad.b. she didnt use the right kind of flour.c. the cookbook was hard to understand.d. she did not follow the directions closely.64why did the woman put the dough in the rubbish bin?a. she didnt see the use of keeping it b. she meant to joke with her husband.c. she didnt want her husband to see it. d. she hoped it would soon dry in the son.65when doug went out the third time , the woman looked out of the window because she was _.asurprised at his being interested in the binbafraid that he would discover her secretcunhappy that he didnt enjoy the meald. curious to know what disturbed him d two friends have an argument that bleaks up their friendship forever, even though neither one can remember how the whole thing got started. such sad events happen over and over in high schools across the country. in fact, according to an official report on youth violence, in our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence. given that this is the case, why arent students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?first of all, students need to realize that conflict is unavoidable. a report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). for example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. laughter over the sandwich can lead to insults, which in turn can lead to violence. the problem isnt in the sandwich, but in the way students deal with the conflict.once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解决) stay calm. once the student feels calmer, he or she should choose words that will calm the other person down as well. rude words, name-calling, and accusation only add fuel to the emotional fir on the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.after both sides have calmed down, they can use another key strategyfor conflict resolution; listening. listening allows the two sides to understand each other. one person should describe his or her side, and the other person should listen without interrupting. afterward, the listener can ask non-threatening questions to clarify the speakers position. then the two people should change roles.finally, students need f. consider what they are hearing. this doesnt mean trying to figure out whats wrong with the other person. it means understanding what the real issue is and what both sides are trying to accomplish. for example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. students need to ask themselves questions such as these: how did this start? what do i really want? what am i afraid off as the issue becomes clearer, the conflict often simply becomes smaller. even if it doesnt, careful thought helps both sides figure out a mutual solution.there will always be conflict in schools, but that doesnt mean there needs to be violence. after students in atlanta started a conflict resolution program, according to educators for social responsibility, 64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves. learning to resolve conflicts can help students deal with friends,. teachers. parents, bosses, and coworkers. in that way, conflict resolution is a basic life skill that should be taught in schools across the country.66.this article is mainly about_.a. the lives of sc