人教版选修七Unit 4 Sharing grammar课时作业（1）.docx

unit 4 sharing grammar课时作业第一节 完型填空cultural differences occur wherever you go. when visiting another country, you should be aware of those differences and1them. here are some2on how to fit in. every traveler to a foreign country feels3at some point. what you do can make locals laugh. your best defense is a sense of4. if you can laugh off eating with the wrong hand in india, locals will warm to you as “that crazy foreigner”. wearing proper clothes is important too, 5locals will judge you by what you wear. in some middle eastern countries, exposing your flesh is6, especially if you are a woman. so leave your torn jeans at home. also be cautious about expressing7. getting angry in southeast asia just makes you look silly. in some countries it is8to kiss in public. 1. a. rejectb. recitec. respectd. remove2. a. plansb. tipsc. argumentsd. choices3. a. unsafeb. excitedc. satisfiedd. awkward4. a. reliefb. belongingc. humord. direction5. a. butb. forc. sod. or6. a. forbiddenb. allowedc. expectedd. tolerated7. a. emotionsb. concernc. interestd. views8. a. naturalb. advisablec. unwised. unnecessary答案1. c2. b3. d4. c5. b6. a7. a8. c第二节 阅读理解aalthough it might have happened anywhere, my encounter with the green banana started on a steep mountain road in the interior of brazil. my ancient jeep was straining up through spectacular countryside when the radiator (散热器) began to leak ten miles from the nearest mechanic. the over-heated engine forced me to stop at the next village, which consisted of a small store and a scattering of houses. people gathered to look. three fine streams of hot water spouted from holes in the jacket of the radiator. “thats easy to fix, ” a man said. he sent a boy running for some green bananas. he patted me on the shoulder, assuring me that everything would work out. “green bananas, ” he smiled. everyone agreed. we exchanged pleasantries while i thought over the effects of the green banana. asking questions would betray my ignorance, so i remarked on the beauty of the place. huge rock formations, like sugar loaf in rio, rose up all around us. “do you see that tall one right over there?” asked my benefactor, pointing to a particular tall, slender pinnacle of dark rock. “that rock marks the center of the world. ”i was looking to see if he was teasing me, but his face was serious. he in turn inspected me carefully to be sure i grasped the significance of his statement. the occasion demanded some show of recognition on my part. “the center of the world?” i repeated trying to convey interest if not complete acceptance. he nodded. “the absolute center. everyone around here knows it. ”at that moment the boy returned with my green bananas. the man sliced one in half and pressed the cut end against the radiator jacket. the banana melted into a glue against the hot metal, plugging the leaks instantly. everyone laughed at my astonishment. they refilled my radiator and gave me extra bananas to take along. an hour later, after one more application of green bananas, my radiator and i reached our destination. the local mechanic smiled, “who taught you about the green banana?” i named the village. “did they show you the rock marking the center of the world?” he asked. i assured him they had. “my grandfather came from there, ” he said. “the exact center. everyone around here has always known about it. ” as a product of american higher education, i had never paid the slightest attention to the green banana, except to regard it as a fruit whose time had not yet come. but as i reflected on it further, i realized that the green banana had been there all along. its time reached back to the very origins of the banana. the people in that village had known about it for years. my own time had come in relation to it. this chance encounter showed me the special genius of those people, and the special potential of the green banana. i had been wondering for some time about those episodes of clarity which educators like to call “learning moments” and knew i had just experienced two of them at once. the importance of the rock marking the center of the world took a while to filter through. i had initially doubted their claim, knowing for a fact that the center was located somewhere in new england. after all, my grandfather had come from there. but gradually i realized they had a valid belief, a universal concept, and i agreed with them. we tend to define the center as that special place where we are known, where we know others, where things mean much to us, and where we ourselves have both identity and meaning: family, school, town, and local region. the lesson which gradually filtered through was the simple concept that every place has special meanings for the people in it; every place represents the center of the world. the number of such centers is incalculable, and no one student or traveler can experience all of them, but once a conscious breakthrough to a second center is made, a life-long perspective and collection can begin. 1. what is the best title for the passage?a. a car accidentb. an identity issuec. the unforgettable momentd. the green banana2. what can we infer from paragraph 3?a. the author was open-minded enough to respect their wisdom and beliefs. b. the author was polite trying not to show disagreement with the helper. c. it occurred to the author that the center of the world would be the tall slender rock. d. the author came to realize that every place has special meanings for the people in it. 3. where could the following “suddenly on that mountain road, its time and my need had met. ” be best added in paragraph 5?a. b. c. d. 4. what is the authors purpose of writing the passage?a. to inspire people to rethink and redefine the center of the world in their eyes. b. to illustrate that ignorance can sometimes be a blessing in disguise. c. to encourage people to discover something with special value and meaning. d. to point out that traveling is a good way for people to search for their identity. 答案1. d2. b3. b4. abfrom the very beginning of school we make books and reading a constant source of possible failure and public humiliation. when children are little we make them read aloud, before the teacher and other children, so that we can be sure they “know” all the words they are reading. this means that when they dont know a word, they are going to make a mistake, right in front of everyone. after having taught fifth-grade classes for four years, i decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously. one day soon after school had started, i said to them, “now im going to say something about reading that you have probably never heard a teacher say before. i would like you to read a lot of books this year, but i want you to read them only for pleasure. i am not going to ask you questions to find out whether you understand the books or not. if you understand enough of a book to enjoy it and want to go on reading it, thats enough for me. also im not going to ask you what words mean. ”the children sat stunned and silent. was this a teacher talking? one girl, who had just come to us from a school where she had had a very hard time, looked at me steadily for a long time after i had finished. then, still looking at me, she said slowly and seriously, “mr. holt, do you really mean that?”i said just as seriously, “i mean every word of it. ”during the spring she really astonished me. one day, she was reading at her desk. from a glimpse of the illustrations i thought i knew what the book was. i said to myself, “it cant be, ”and went to take a closer look. sure enough, she was reading moby dick, in the edition with woodcuts. i said, “dont you find parts of it rather heavy going?”she answered, “oh, sure, but i just skip over those parts and go on to the next good part. ”this is exactly what reading should be and in school so seldom isan exciting, joyous adventure. find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. how different is our mean-spirited, picky insistence that every child get every last little scrap of “understanding” that can be dug out of a book. 5. according to the passage, childrens fear and dislike of books may result from. a. reading little and thinking littleb. reading often and adventurouslyc. being made to read too muchd. being made to read aloud before others6. the teacher told his students to read. a. for enjoymentb. for knowledgec. for a larger vocabularyd. for higher scores in exams7. upon hearing the teachers talk, the children probably felt that. a. it sounded stupidb. it was not surprising at allc. it sounded too good to be trued. it was no different from other teachers talk8. which of the following statements about the girl is true according to the passage?a. she skipped over those easy parts while reading. b. she had a hard time finishing the required reading tasks. c. she learned to appreciate some parts of the difficult books. d. she turned out to be a top student after coming to this school. 9. from the teachers point of view, . a. children cannot tell good parts from bad parts while readingb. children should be left to decide what to read and how to readc. reading is never a pleasant and inspiring experience in schoold. reading involves understanding every little piece of information答案5. d6. a7. c8. c9. bcas has been all too apparent in recent days at balcombe, few issues cause greater concern than energy policy. many village communities feel their countryside is being ruined by the power-producing machines of wind farms;yet they never take“direct action”, even though the planning laws put them at a severe disadvantage. and the generous subsidies(财政补贴), which encourage the expansion of wind power, are not favorable to the village communities and set landowners in conflict with other residents(居民). those who disagree with the rapid expansion of wind farms state that the damage they cause is out of proportion(比例)to the benefits they bring, because their energy output cannot match that of the carbon-based power stations they are supposed to replace. supporters insist that wind must be part of a mix of renewables, nuclear and carbon, and that the country is committed to meeting eu(european union) targets for non-carbon energy generation. against this background, the fact that there is an argument within the government over whether to publish an official report on wind farms impact on the countryside becomes even more extraordinary. the two parties in the coalition(联合)government are in disagreement over what it should say. we have some advice for the two parties:publish the report, and let the country be the judge. even if it contains evidence that wind farms are harmful, it will hardly be a pleasant surprise to people who do not like them. equally, supporters must argue their case by acknowledging the concerns and explaining why they are either misplaced or worthy of much attention. the suggestion that further negotiations are to take place to produce an “acceptable”report suggests that the politics of coalition government are doing the country harm in a certain way. given the sensitivities involved, all the information should be