人教版选修七Unit 4 Sharing Language points课时作业（6）.docx

unit 4 sharing language points课时作业第一节 完型填空hiro walked up to the microphone. he looked out at the huge crowd and felt heaviness in the pit of his stomach. they were all 1 at him, waiting.“uh, hi,” hiro said into the microphone. for a moment, his mind went 2. then he saw tadashis face in the audience. he was smiling and giving hiro a thumbs-up.hiro smiled back and took a 3. “sorry. my name is hiro hamada, and ive been working on something i think is pretty cool. i hope you like it.”hiro put on a headset and reached into his hoodie (连帽衫). he 4 a small object no bigger than a paper clip. “this is a microbot.” the small object in his hand took a bow. “it doesnt look like much but when it links up with the rest of its fellows, things get a little more interesting.”the crowd didnt seem 5. then a murmur rose as the audience noticed waves of tiny microbots twisting across the floor. the single microbot flew from hiros 6 and joined a towering column of microbots that had now formed onstage.hiro smiled and tapped his headset. “the microbots are7 by this neural transmitter(神经传导器).” he took the headset off and the microbots collapsed to the floor. they reformed into a column as soon as hiro put the headset back on.“i think of what i want them to do,” hiro said, “and they do it!” the microbots took the 8 of a hand waving. everyone in the audience smiled and waved back. “the 9 of this tech are limitless. take construction.”hiro stared at the microbots, and with a wave of his hand, they picked up cinder (煤渣) blocks and assembled them into a tower. “10 used to take teams of people to work by hand for months or years can now be11by one person!”“and thats just the 12.” hiro said as he jumped off the tower. everyone gasped, thinking he was about to 13, but the microbots rose and 14 him midair. hiro smiled. he could see tadashi giving him another 15.“how about 16?” hiro asked. the microbots transformed into a set of legs that 17 hiro through the audience. “microbots can move anything, anywhere, 18. ”as they approached the stage, the microbots formed a set of 19 so hiro could climb back up to it. “if you can think it, the microbots can do it!” hiro said.the audience was with him now. the moment belonged to hiro, and he was on a roll. “the only limit is your 20! microbots!” he exclaimed, and the audience burst into applause.1.a.smilingb.shoutingc.staringd.glancing2.a.openb.blankc.downd.away3.a.sighb.lookc.seatd.breath4.a.put awayb.took outc.picked outd.set in5.a.worried b.exhaustedc.delightedd.impressed6.a.handb.pocketc.positiond.headset7.a.chargedb.controlledc.constructedd.conducted8.a.pictureb.placec.shaped.sight9.a.applications b.instructionsc.methodsd.meanings10.a.itb.therec.whatd.that11.a.destroyedb.accomplishedc.accessedd.occupied12.a.storyb.feelingc.challenged.beginning13.a.fallb.breakc.leaved.decline14.a.soughtb.caughtc.chasedd.stopped15.a.thumbs-upb.lookc.applaused.reward16.a.operationb.constructionc.transportationd.reception17.a.removedb.walkedc.rand.led18.a.with caution b.without hesitationc.without orderd.with ease19.a.legsb.blocksc.stairsd.stages20.a.imaginationb.determinationc.couraged.confidence答案1.c2.b3.d4.b5.d6.a7.b8.c9.a10.c11.b12.d13.a14.b15.a16.c17.b18.d19.c20.a第二节 阅读理解awhy college is not homethe college years are supposed to be a time for important growth in autonomy(自主性) and the development of adult identity. however, now they are becoming an extended period of adolescence, during which many of todays students are not shouldered with adult responsibilities.for previous generations, college was a decisive break from parental control; guidance and support needed to come from people of the same age and from within. in the past two decades, however, continued connection with and dependence on family, thanks to cell phones, email and social media, have increased significantly. some parents go so far as to help with coursework. instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home.to prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. this process involves “trying on” new ways of thinking about oneself both intellectually(在思维方面) and personally. while we should provide “safe spaces” within colleges, we must also make it safe to express opinions and challenge majority views. intellectual growth and flexibility are fostered by strict debate and questioning.learning to deal with the social world is equally important. because a college community(群体) differs from the family, many students will struggle to find a sense of belonging. if students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community.moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults: the response to being controlled by their elders. if acceptable social behavior is too strictly defined(规定) and controlled, the insensitive or aggressive behavior that administrators are seeking to minimize may actually be encouraged.it is not surprising that young people are likely to burst out, particularly when there are reasons to do so. our generation once joined hands and stood firm at times of national emergency. what is lacking today is the conflict between adolescents desire for autonomy and their understanding of an unsafe world. therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth.every college discussion about community values, social climate and behavior should include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discovery.1.whats the authors attitude toward continued parental guidance to college students?a.sympathetic.b.disapproving.c.supportive.d.neutral.2.the underlined word “passage” in paragraph 2 means.a.changeb.choicec.textd.extension3.according to the author, what role should college play?a.to develop a shared identity among students.b.to define and regulate students social behavior.c.to provide a safe world without tension for students.d.to foster students intellectual and personal development.4.which of the following shows the development of ideas in the passage?i:introductionp:point sp:sub-point(次要点)c:conclusion答案1.b2.a3.d4.cbwhen john was growing up, other kids felt sorry for him. his parents always had him weeding the garden, carrying out the garbage and delivering newspapers. but when john reached adulthood, he was better off than his childhood playmates. he had more job satisfaction, a better marriage and was healthier. most of all, he was happier. far happier.these are the findings of a 40-year study that followed the lives of 456 teenage boys from boston. the study showed that those who had worked as boys enjoyed happier and more productive lives than those who had not. “boys who worked in the home or community gained competence(能力)and came to feel they were worthwhile members of society,”said george vaillant, the psychologist(心理学家)who made the discovery. “and because they felt good about themselves, others felt good about them.”vaillants study followed these males in great detail. interviews were repeated at ages 25, 31 and 47.under vaillant, the researchers compared the mens mental-health scores with their boyhood-activity scores. points were awarded for part-time jobs, housework, effort in school, and ability to deal with problems.the link between what the men had done as boys and how they turned out as adults was surprisingly sharp. those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed. the researchers also found that iq and family social and economic class made no real difference in how the boys turned out.workingat any ageis important. childhood activities help a child develop responsibility, independence, confidence and competencethe underpinnings(基础)of emotional health. they also help him understand that people must cooperate and work toward common goals. the most competent adults are those who know how to do this. yet work isnt everything. as tolstoy once said, “one can live magnificently in this world if one knows how to work and how to love, to work for the person one loves and to love ones work.”5.what do we know about john?a.he enjoyed his career and marriage.b.