2019-2020年高一人教版英語必修四課時(shí)作業(yè)：Unit2Workingtheland（8）含答案.doc

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2019-2020年高一人教版英語必修四課時(shí)作業(yè)：Unit2Workingtheland（8）含答案 一、單項(xiàng)選擇 1. Justin kicked the ball into his own goal. It was_________ his stupidity _________ we won the game. A. thanks to; that B. thanks for; that C. thanks to; which D. thanks for; which 2. You are_________ you think you are! A. not half as cleverer as B. not half as clever as C. as not half cleverer as D. as not half clever as 3. Mr Ii was not_________ what John said at all. A. satisfied at B. satisfactory with C. satisfied with D. satisfactory at 4. lisa would rather _________ at home than _________to the cinema. A. staying; going B. staying; go C. to stay; to go D. stay; go 5. You should get yourself_________ carefully. A. used to work B. used to working C. be used to work D. used for working 6. This kind of fish_________ oil, which is good for people who have heart trouble. A. is rich in B. is rich with C. is rich at D. rich in 7. She insisted that she_________ at the meeting. A. was present B. present C. be present D. is present 8. But_________ they grow they make sure that what is left in the ground after harvesting_________ a natural fertilizer for the next years crop. A. whatever; bee B. whichever; bee C. whatever; bees D. whichever; bees 9. John prefers_________ alone rather than _________with his co-workers in his spare time. A. to stay; gossip B. staying; gossip C. to stay; gossiping D. to stay; to gossip 10. Organic farming also_________ crops growing with natural rather than chemical fertilizers. A. refers to B. refer on C. refers with D. refer at 11. It is so nice_________ here with you. A. to sit B. sit C. sitting D. sat 12. Although he can_________ play his violin, he still listens to violin music. A. not longer B. no longer C. no more D. any more 13. —Have you finished_________ the book? —Yes, I have. A. reading B. read C. to read D. reads 14. A cook will be immediately fired if he is found _________ in the kitchen. A. smoke B. smoking C. to smoke D. smoked 15. —You have made another mistake. —I m sorry, but I_________. A. didnt intend to B. didnt intend C. didnt intend for D. dont intend 二、完形填空 About once a month I have to go to Degford for my work. One day I went into a hotel there to have something to 16 . The waiter 17 my coat and put it in a small room. About an hour later I was 18 to go. The waiter19 me my coat. 20 something fell out of the pocket onto the floor. It was a small white box. Then I took a good look at the 21 . "Oh, youve brought someone 22 coat, "I said to the waiter. "It looks very much like mine, 23 it is quite new, and this isnt my box, either." "Oh, then I 24 someone has taken your coat and left this, "said the waiter. "This kind of thing 25 sometimes. I opened the box. There was a beautiful gold ring in it. So I went 26 to the police station. " 27 lost a ring?" I asked. "Yes," said a policeman. A young man who came in this morning lost a ring. He lost it in London." He 28 the young man. A few minutes later, the man arrived. Yes, this is my ring, he said. How can I 29 you, sir? You see, I paid a lot of money for this ring and 30 I lost it on the train!" After I told him the 31 of the coat, he said, "You havent been on the train. I havent been in the hotel. So how did my ring 32 in the coat?" "Did 33 sit or stand next to you on the train?" asked the policeman. "Yes, "said the young man. "But I dont remember his face." "You may remember this coat," said the policeman. "Was it like this one?" "Yes, it was," said the young man. "But my friend here 34 the thief." The policeman laughed. 35 ," he said. "The thief on the train stole your ring, and like our friend here, he went into the hotel to get some food. Only he didnt take the right coat away with him." 16. A. do B. buy C. eat D. deal with 17. A. took B. found C. liked D. watched 18. A. anxious B. glad C. invited D. ready 19. A. showed B. returned C. brought D. dressed 20. A. Luckily B. Suddenly C. Obviously D. At once 21. A. ring B. box C. coat D. pocket 22. A. lost B. missed C. new D. elses 23. A. but B. and C. instead D. for 24. A. know B. wonder C. suppose D. find 25. A. appears B. happens C. meets D. changes 26. A. around B. about C. ahead D. along 27. A. Who B. Has she C. Has anyone D. Have you 28. A. wrote to B. remembered C. telephoned D. knew 29. A. return B. thank C. find D. help 30. A. then B. so C. yet D. however 31. A. model B. price C. story D. size 32. A. e B. put C. set D. get 33. A. he B. the thief C. the waiter D. anyone 34. A. discovered B. isnt C. has caught D. doesnt know 35. A. Im afraid not B. Yes C. No D. Surely 三、閱讀理解 Recently, a professor of philosophy in the United States has written a book called Money and the Meaning of life. He has discovered that how we deal with money in our day-to day life has more meaning than we usually think. One of the exercises he asked his students to do is to keep a record of every penny they spend for a week. From the way they spend their money, they can see what they really value in life. He says our relation with others often bee clearly defined when money enters the picture. You might have wonderful friendship with somebody and you think that you are very good friends. But you will know him only when you ask him to lend you some money. If he does, it brings something to the relationship that seems stronger than ever before. Or it can suddenly weaken the relationship if he doesnt. This person may say that he has a certain feeling, but if it is not carried out in the money world, there is something less real about it. Since money is so important to us, we consider those who possess a lot of it to be very important. The author interviewed some millionaires in researching his book. Question: What is the most surprising thing you have discovered about being rich, because you are a self-made man? Answer: The most surprising thing is how people give me so much respect. I am nothing. I don t know much. All I am is rich. People just have an idea of making more and more money, but what is it for? How much do I need for any given purposes in my life? In his book, the professor uncovered an important need in modern society: to bring back the idea that money is an instrument rather than the end. Money plays an important role in the material world, but expecting money to give happiness may be missing the meaning of life. 36. According to the first paragraph, people have not realized_________. A. how important money is in their day-to-day life B. how one spends money shows what is important to him C. that money is more important than their philosophy of life D. that their understanding of life is more important than money 37. The author seems to believe that asking your friend to lend you some money_________. A. is a good way to test your friendship B. will do harm to your friendship C. will strengthen (增進(jìn)) your friendship D. is a good way to break off your friendship 38. What can we learn about the millionaire from his answer in the interview? A. He does not feel that he is well-educated. B. He does not think that he is a very important person. C. He does not think that being rich deserves so much attention. D. He does not consider himself to be very successful. 39. What does the American professor of philosophy want to explain in his book? A. Money is an end. B. Money is a means. C. Money is everything. D. Money is unimportant. B A childs birthday party doesnt have to be a hassle; it can be a basket of fun, according to Beth Anaclerio, an Evaston mother of two, ages 4 and 18 months. “Having a party at home usually requires a lot of running around on the part of the parents, and often the birthday boy or girl gets lost in wild excitement. But it really doesnt have to be that way," said Anaclerio. Last summer Anaclerio and her friend Jill Carlisle, a Northbrook mother of a 2-year-old, founded a home party-planning business called "A Party in a Basket". Their goal is to help parents and children share in the fun part of party planning, like choosing the subject or making a cake, while they take care of everything. Drawing on their experiences as mothers, they have created ( 制作 ) 10 ready-to-use home party packages. Everything a family needs to plan a party, except the cake and ice-cream, is delivered to the home in a large basket. "Out parties are aimed for children 2 to 10," Anaclerio said, "and theyre very interactive (互動(dòng)) and creative in that they build a sense of drama based on a subject. For example, at the Soda shopper party the guests bee waiters and waitresses and build wonderful ice cream creations. The standard $ 200 package for eight children includes a basket filled with invitations, gifts, games and prizes, paper goods, a party planner and the like. For more information, call Anaclerio at 708-864-6584 or Carlisle at 708-205-9141. 40. The main purpose of writing this text is________.. A. to share information about party planning B. to introduce the joys of a birthday party C. to announce a business plan D. to sell a service 41. The most important idea behind the kind of party planning described here is that_________. A. it brings parents and children closer together B. guests play a part in the preparation of a party C. parents are spared the trouble of sending invitations D. it provides a subject of conversation 42. What does the underlined word "hassle" (Paragraph 1) probably mean? A. A party designed by specialists. B. A play requiring careful thought. C. A situation causing difficulty or trouble. D. A demand made by guests. C Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. Many kinds of students leant—college, high school, secondary, primary, preschool, adult, professional, skilled labor, clerical employees, military, deaf, retarded, imprisoned—every kind of student that programs have been tried on. Using programs, these students are able to learn mathematics and science at different levels, foreign languages, English language correctness, spelling, electronics, puter science, psychology, statistics, business skills, reading skills, instrument flying rules, and many other subjects. The limits of the topics which can be studied efficiently by means of programs are not yet known. For each of the kinds of subject matter and the kinds of students mentioned above, experiments have demonstrated that a considerable amount of learning can be derived from programs; this learning has been measured either by paring pre-and post-tests or the time and trials needed to reach a set criterion of performance. But the question how well do students learn from programs as pared to how well they learn from other kinds of instruction, we cannot answer quite so confidently. Experimental psychologists typically do not take very seriously the evaluative experiments in which learning from programs is pared with learning from conventional teaching. Such experiments are doubtless useful, they say, for school administrators or teachers to prove to themselves (or their boards of education ) that programs work. But whereas one can describe fairly well the characteristics of a program, can one describe the characteristics of a classroom teaching situation so that the result of the parison will have any generality? What kind of teacher is being pared to what kind of program? Furthermore, these early evaluative experiments with programs are likely to suffer from the Hawthorne effect: that is to say, students are in the spot-light when testing something new, and are challenged to do well. It is very hard to make allowance for this effect. Therefore, the evaluative tests may be useful administratively, say many of the experimenters, but do not contribute much to science, and should properly be kept for private use. These objections are well taken. And yet, do they justify us in ignoring the evaluative studies? The great strength of a program is that it permits the student to learn efficiently by himself. Is it not therefore important to know how much and what kind of skills, concepts, insights, or attitudes he can learn by himself from a program as pared to what he can learn from a teacher? Admittedly, this is a very difficult and plex research problem, but that should not keep us from trying to solve it. 43. Of the following, the most appropriate title for the passage would be "_________" . A. History of Programmed Learning Devices B. How to Use Programmed Teaching Machines in the Classroom C. How Effective Is Programmed Instruction D. Subjects We Can Teach Ourselves Through Programmed Learning 44. According to the passage, experimental psychologists typically view the results of experiments paring programmed instruction to conventional teaching methods with_________. A. skepticism B. distaste C. great interest D. plete acceptance 45. The authors main purpose is to point out that programmed instruction_________. A. deserves further investigation B. is a superior method of teaching C. es in a variety of forms D. is criticized by educators 46. According to the passage, which of the following experimental variables is most difficult to evaluate in experiments paring programmed instruction to classroom teaching? A. Variability among students. B. Variability among types of programmed methods. C. Variability among classroom teaching. D. Variability among school administrators. D The speaker, a teacher from a munity college, addressed a sympathetic audience. Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He described the inadequacies of his students, all high school graduates who can use language only at a Grade 9 level. I was unable to determine from his answers to my questions how this Grade 9 level had been established. My topic is not standards for its decline (降低) . What the speaker was really saying is that he is no longer young; he has been teaching for sixteen years, and is able to think and speak like a mature (成熟的) adult. My point is that the frequent plaint of one generation about the one immediately following it is inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language deficiencies (缺陷). But since then, English teachers have been under constant attack. The plainers think they have their own original idea. As their own mand of the language improves, they notice that young people do not have the same ability. Unaware that their own ability has developed through the years, they assume the new generation of young people must be hopeless in this respect. To the eyes and ears of sensitive adults the language of the young always seems inadequate. Since this concern about the decline and fall of the English language is not perceived as a generation phenomenon but rather as something new and peculiar to today s young people, it naturally follows that today s English teachers cannot be doing their jobs. Otherwise, young people would not mit offenses against the language. 47. The speaker the author mentioned in the passage believed that_________. A. the language of the younger generation is usually interior to that of the older generation B. the students had a poor mand of English because they didnt work hard enough C. he was an excellent language teacher because he had been teaching English for sixteen years D. English teachers should be held responsible for the students poor mand of English 48. In the authors opinion, the speaker_________. A. gave a correct judgment of the English level of the students B. had exaggerated the language problems of the students C. was right in saying that English teachers were not doing their jobs D. could think and speak intelligently 49. It can be concluded from the passage that A. it is justifiable to include English as a school subject B. the author disagrees with the speaker over the standard of English at Grade 9 level C. English language teaching is by no means an easy job D. language improvement needs time and effort 50. In the passage the author argues that_________. A. it is unfair to blame the English teachers for the language deficiencies of the students B. young people would not mit offenses against the language if the teachers did their jobs properly C. to eliminate language deficiencies one must have sensitive eyes and ears D. to improve the standard of English requires the effort of several generations E It is difficult to imagine what life would be like without memory. The meaning of thousands of everyday perceptions, the bases for the decisions we make and the roots of our habits and skills are to be found in our past experiences, which are brought into the present by memory. Memory can be defined as the capacity to keep information available for later use. It includes not only "remembering" things like arithmetic or historical facts, but also involves any change in the way an animal typically behaves. Memory is involved when a rat gives up eating grain because he has sniffed something suspicious in the grain pile. Memory is also involved when a six-year-old child learns to swing a baseball bat. Memory exists not only in humans and animals but also in some physical objects and machines. puters, for example, contain devices for storing data for later use. It is interesting to pare the memory-storage capacity of a puter with that of a human being. The instant access memory of a large puter may hold up to 100,000 "words"—ready for instant use. An average U.S. teenager probably recognizes the meaning of about 100,000 words of English. However, this is but a fraction of the total amount of information which the teenager has stored. Consider, for example, the number of faces and places that the teenager can recognize on sight. The use of words is the basis of the advanced problem solving intelligence of human beings. A large part of a person s memory is in terms of words and binations of words. 51. According to the passage, memory is considered to be_________. A. the basis for decision making and problem solving B. an ability to store experiences for future use C. an intelligence typically possessed by human beings D. the data mainly consisting of words and binations of words 52. The parison made between the memory capacity of a large puter and that of a human being shows that_________. A. the puters memory has a little bigger capacity than a teenag