高中英语Unit5Themeparks课课练四新人教版必修

1、Unit 5 Theme Parks第1节 ：语法填空My mother and I walked down to the rocky coastline near the cabin in Maine. We collected stones. By the time I was 7，my mother had taught me to know the ones worth_1_(keep): We hunted for polished rocks，marbled greenstone. We wandered far apart that day. On my side of the

2、long beach，I picked up a rounded piece of granite_2_(circle)by white veins of quartz. I saw the rock had been split；a break recent enough_3_the edges werent exactly smooth，old enough that they werent exactly _4_(sharp)Then my mother called to me，and we walked _5_(meet)each other. I had half a stone

3、in my hand to show her. She pulled the other half from her pocket and shouted her_6_(astonish)I laughed. It couldnt be. It was. The seagulls cackled with us. Twentythree years since that morning，and still we are together and separate，_7_(move)apart and back，over and over. Always the reminder sits in

4、 a glasspaned cabinet_8_ the dining room of the family home，two flawed pieces of stone held together with_9_ faded rubber band. Proof that once，_10_(incredible)，we found the farflung halves of a broken thing and made them whole again. 第2节 ：短文改错（2013年浙江卷）The book Im reading of talks about afternoon t

5、ea in Britain. It is said to have started in the early 1800s. Have tea in the late afternoon provides a bridge between lunch and dinner, that might not be served until 8 oclock at night. This custom soon becomes another meal of day. Interesting, it had a connection by the British porcelain(瓷器) indus

6、try. Tea in China was traditionally drank from cups without handles. When tea got popular in Britain, there was a crying need for good cup with handles to suit British habits. This made for the grow in the porcelain industry.第3节 ：七选五Urbanization(城市化)Until relatively recently, the vast majority of hu

7、man beings lived and died without ever seeing a city. The first city was probably founded no more than 5,500 years ago. 71. In fact, nearly everyone lived on farms or in tiny rural (乡村的) villages. It was not until the 20th century that Great Britain became the first urban society in history- a socie

8、ty in which the majority of people live in cities and do not farm for a living.Britain was only the beginning. 72_.The process of urbanization- the migration (迁移) of people from the countryside to the city- was the result of modernization, which has rapidly transformed how people live and where they

9、 live.In 1990, fewer than 40% of Americans lived in urban areas. Today, over 82% of Americans live in cities. Only about 2% live on farms. 73 . Large cities were impossible until agriculture became industrialized. Even in advanced agricultural societies. It took about ninety-five people on farms to

10、feed five people in cities. _74 . Until modern times, those living in cities were mainly the ruling elite(精英) and the servants, laborers and professionals who served them. Cities survived by taxing farmers and were limited in size by the amount of surplus food that the rural population produced and

11、by the ability to move this surplus from farm to city.Over the past two centuries, the Industrial Revolution has broken this balance between the city and the country. 75_. Today, instead of needing ninety-five farmers to feed five city people, one American farmer is able to feed more than a hundred

12、non-farmers.A. That kept cities very small. B. The rest live in small towns.C. The effects of urban living on people should be considered. D. Soon many other industrial nations become urban societies.E. But even 200 years ago, only a few people could live in cities.F. Modernization drew people to th

13、e cities and made farmers more productive.G. Modern cities have destroyed social relations and the health of human beings.第4节 ：阅读理解 In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get - a teaching job at what I considered a dis

14、tant wild area ; western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen- teaching English. School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jerse

15、y? My studies took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that”Make hay while the sun shines”just meant to have a good time.But, still, I was te

16、aching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class -seventeen boys and five girls who were only six years younger than me. I had a problem long before I know it. I was struggling in my work as a young idealistic teacher . I wanted to make li

17、terature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the roomIn college I had been taught that a successful educator should ignore bad behavior . So I did, confident that, as the textbook had said, the bad behavi

18、or would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexp

19、erienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls their nails or read magazines. I just pretended it all wasnt h

20、appening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marches before my eyes.I felt mildly victorious that I got through the rest of

21、class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.He was gitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was no

22、t an English teacher; I had been lying to myself, pretending that everything was fine.When he spoke, he said simply, without accusation,”You had nothing to say to them.”“You had nothing to say to them.”he repeated,”No wonder theyre bored. Why not get to the meat of the literature and stop talking ab

23、out symbolism.”Talk with them, not at them. And more important, why do you ignore their bad behavior?”We talked. He named my problems and offered solutions. We role played. He was the bad student, and I was the forceful, yet ,warm,teacher.As the year progressed, we spent many hours discussing litera

24、ture and ideas about human being. And their attentions ,he helped me identify my weakness and my strengths. In short, he made a teacher of me by teaching me the reality of Emersons words;”The secret to education lies in respecting the pupil.”Fifteen years later I still drive that same winding road t

25、o the same school. Thanks to the help I received that difficult first year, the school is my home now.55. It can be inferred from the story that in 1974_.A. The writer became an optimistic person B.The writer was very happy about her new jobB. It was rather difficult to get a job in the USAD. It was

26、 easy to get a teaching job in New Jersey56. According to the passage, which of the following is most probably the writhers problem as a new teacher?A. She had blind trust in what she learnt at college.B. She didnt ask experienced teachers for advice.C. She took too much time off to eat and sleep. D.She didnt like teaching English literature57. What is the writers biggest worry after her taskmasters observation o