2020-2021学年高中英语 Unit 4 Astronomy：the science of the stars Learning about Language .doc

1、Unit 4 Astronomy：the science of the stars.阅读理解Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out something about my students. I put a small set of Tinkertoys in front of each student, and said：“Make something out of the Tinker

2、toys. You have 45 minutes todayand 45 minutes each day for the rest of the week.”A few students hesitated to start. They waited to see what the rest of the class would do. Several others checked the instructions and made something according to one of the model plans provided. Another group built som

3、ething out of their own imaginations.Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home. I was delighted at the presence of such a student. Here was an exceptionally creative mind a

4、t work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect (感染) other students. Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking. Without fail one would declare, “But Im

5、just not creative.”“Do you dream at night when youre asleep？”“Oh，sure.”“So tell me one of your most interesting dreams.” The student would tell something wildly imaginative. Flying in the sky or in a time machine or growing three heads. “Thats pretty creative. Who does that for you？” “Nobody. I do i

6、t.”“Reallyat night, when youre asleep？”“Sure.”“Try doing it in the daytime, in class, okay？”1The teacher used Tinkertoys in class in order to _.Aknow more about the studentsBmake the lessons more excitingCraise the students interest in artDteach the students about toy design答案：A解析：细节理解题。根据文章第一段第一句“.

7、I used Tinkertoys as a test at the beginning of a term to find out something about my students.”可知，这位老师在学期开始时给学生布置这个任务目的是了解这些学生。故选A项。2What do we know about the boy mentioned in Paragraph 3?AHe liked to help his teacher.BHe preferred to study alone.CHe was active in class.DHe was imaginative.答案：D解析：推

8、理判断题。根据文章第三段可以得知，这个男孩组装好的玩具堆满了美术教室的一个架子，家里的卧室也被占了相当大的地方。“我”为能有这样一位有创造力的学生而倍感欣慰。他的存在意味着“我”的课堂上有了一位意想不到的教学助手，他的创造力会感染其他学生，让他们也参与进来。由此可以看出这个男孩是有创造力、有想象力的。故选择D项。3What does the underlined word “downside” in Paragraph 4 probably mean?AMistake.BDrawback.CDifficulty. DBurden.答案：B解析：词义猜测题。根据文章第四段可知，鼓励孩子有这种想象

9、力也会有不利的一面。要冒一定的风险，可能会失去那些有不同思维方式的学生。必定有人会说“我就是没有创造力”。因此可以看出此段重在介绍上述这种做法存在的弊端。因此B项正确。4Why did the teacher ask the students to talk about their dreams?ATo help them to see their creativity.BTo find out about their sleeping habits.CTo help them to improve their memory.DTo find out about their ways of t

10、hinking.答案：A解析：推理判断题。文章第四段最后一句中的“But Im just not creative.”引出下文师生间的对话，根据文章最后一句“Try doing it in the daytime, in class, okay？”可以看出，老师以孩子晚上做的梦引出白天课堂上要勇于尝试，大胆想象。因此A项正确。.语法填空It warmed my heart today to walk into the Thirsty Camel downtown on the Thanksgiving Day for a quick lunch before a haircut and lib

11、rary trip. Ian is a food shop owner, _1_said that he was refusing to take money today because it was Buy Nothing Day. To increase awareness of the over spending nature of our society, Ian suggested a trade for food today. He _2_ (simple) asked that we offer something of equal personal value for the

12、meal we received.At first I was really uncomfortable, _3_(wonder) if it would be fair to exchange a yet to be determined “I Owe You” (IOU) for food? What could I give_4_ (he) of equal value? After all, his food is_5_ best in the town!We_6_ (end) up writing our IOUs with promises of a book, some baki

13、ng and the offer of work_7_a variety of ways if he needed it. I think the idea isnt that the trade is “equal” so much as the_8_ (important) of the kind of transaction. There was thought put into our offer and there was an even _9_(great) appreciation for the meals we ate.Ian is a good person. We are

14、 all lucky_10_ (have) someone like this in our community.1who解析：所填词引导非限制性定语从句，在从句中作主语，指人，应用who。2simply解析：修饰动词，作状语，用副词。3wondering解析：I与wonder是主动关系，故用现在分词作状语。4him解析：作动词的宾语，指人，应用宾格。5the解析：形容词最高级前用定冠词。6ended解析：文章讲的是已经发生了的一件事，应用一般过去时，故填ended。7in解析：表示“以方式”，way前应用介词in。8importance解析：由空前的the和空后的of.可知，填名词importance。9greater解析：由even可知，此处暗含比较意义，故用greater。10to_have解析：be lucky to do sth.“有幸做某事”，是固定用法。