Unit 4 Astronomy- the science of the stars 课时作业
Argentina in the late nineteenth century was an exciting place. Around 1870，it was
experiencing an economic(经济的)boom，and the capital，Buenos Aires，attracted many people.
Farmers，as well as a flood of foreigners from Spain and Italy，came to Buenos Aires seeking
jobs. These jobs didn’t pay well，and the people felt lonely and disappointed with their new life
in the city. As the unhappy newcomers mixed together in the poor parts of the city，the dance
known as the tango(探戈舞)came into being.
At the beginning the tango was a dance of the lower classes. It was danced in the bars and
streets. At that time there were many fewer women than men，so if a man didn’t want to be left
out，his only choice was to dance with another man so that he could attract the attention of the
few available women. Gradually，the dance spread into the upper classes of Argentinean society
and became more respectable.
In Europe at this time，strong interest in dance from around the world was beginning. This
interest in international dance was especially evident in Paris. Every kind of dance from
ballet(芭蕾舞) to belly dancing could be found on the stages of the Paris theaters. After tango
dancers from Argentina arrived in Europe，they began to draw the interest of the public as they
performed their exciting dance in cafes. Though not everyone approved of the new dance，saying
it was a little too shocking，the dance did find enough supporters to make it popular.
The popularity(流行) of the tango continued to grow in many other parts of the world.
Soldiers who returned to the United States from World WarⅠ brought the tango to North
America. It reached Japan in 1926，and in 2019 the Argentinean embassy (大使馆)in Seoul hired
a local tango dancer to act as a kind of dance ambassador（大使），and promote tango dancing
throughout South Korea.
56.The origin of the tango is associated with________.
A. belly dancers B. American soldiers C. a Spanish city D. the capital of Argentina
57. Before World WarⅠ，the tango spread to________.
D. South Korea
58. What can be the best title for the text?
A. How to Dance the Tango
B. The History of the Tango
C. How to Promote the Tango
D. The Modern Tango Boom
Olaf Stapledon wrote a book called First and Last Men, in which he looked millions of
years ahead. He told of different men and of strange civilizations, broken up by long 'dark ages'
in between. In his view, what is called the present time is no more than a moment in human
history and we are just the First Men. In 2,000 million years from now there will be the
Eighteenth or Last Men.
However, most of our ideas about the future are really very short-sighted. Perhaps we can
see some possibilities for the next fifty years. But the next hundred? The next thousand? The
next million? That's much more difficult.
When men and women lived by hunting 50,000 years ago, how could they even begin to
picture modern life? Yet to men of 50,000 years from now, we may seem as primitive in our
ideas as the Stone-Age hunters do to us. Perhaps through the cribe , These words, which I have
just made up , have to stand for things and ideas that we simply can't think of .
So why bother even to try imagining life far in the future? Here are two reasons. First
unless we remember how short our own lives are compared with the whole human history, we
are likely to think our own interests are much more important than they really are. If we make
the earth a poor place to live because. we are careless or greedy or quarrelsome, our
grand-children will not bother to think of excuses for us.
Second, by trying to escape from present interests and imagine life far in the future, we may
arrive at quite fresh ideas that we can use ourselves. For example, if we imagine that in the
future men may give up farming, we can think of trying it now. So set you imagination free
when you think about the future .
59．A particular mention made of Stapledon's book in the opening paragraph ____________
A．serves as a description of human history B．serves an introduction to the discussion
C. shows a disagreement of views
D. Shows the popularity of the book
60 The text discusses men and women 50,000 years ago and 50,000 years from now to show that
A．human history is extremely long
B．life has changed a great deal
C．it is useless to plan for the next 50 years
D．it is difficult to tell what will happen in the future
61．According to the writer of the text , imagining the future will _________.
A．serve the interests of the present and future generations
B．enable us to better understand human history
C．help us to improve farming
D．make life worth living
The easy way out isn't always easiest. I learned that lesson when I decided to treat Doug,
my husband of one month, to a special meal. I glanced through my cookbook and chose a menu
which included homemade bread. Knowing the bread would take time, I started on it as soon as
Doug left for work. As I was not experienced in cooking , I thought if a dozen was good, two
dozen would be better, so I doubled everything. As Dong loved oranges, I also opened a can of
orange and poured it all into the bowl. Soon there was a sticky dough(面团)covered with ugly
yellowish marks. Realizing I had been defeated, I put the dough in the rubbish bin outside so I
wouldn't have to face Doug laughing at my work, I went on preparing the rest of the meal , and ,
when Doug got home, we sat down to Cornish chicken with rice . He tried to enjoy the meal but
seemed disturbed. Twice he got up and went outside, saying he thought he heard a noise. The
third time he left, I went to the windows to see what he was doing. Looking out, I saw Doug
standing about three feet from the rubbish bin, holding the lid up with a stick and looking into
the container. When I came out of the house, he dropped the stick and explained that there was
something alive in out rubbish bin. Picking up the stick again, he held the lid up enough for me
to see. I felt cold. But I stepped closer and looked harder. Without doubt it was my work. The hot
sun had caused the dough to double in size and the fermenting yeast (酵母)made the surface
shake and sigh as though it were breathing. I had to admit what the 'living thing 'was and why it
was there. I don't know who was more embarrassed by the whole thing Doug or me.
62．The writer's purpose in writing this story is ___________
A. to tell an interesting experience
B. to show the easiest way out of a difficulty
C. to describe the trouble facing a newly married woman
D. to explain the difficulty of learning to cook from books
63．Why did the woman's attempt at making the bread turn out to be unsuccessful?
A. The canned orange had gone bad.
B. She didn't use the right kind of flour.
C. The cookbook was hard to understand.
D. She did not follow the directions closely.
64．Why did the woman put the dough in the rubbish bin?
A. She didn't see the use of keeping it
B. She meant to joke with her husband.
C. She didn't want her husband to see it.
D. She hoped it would soon dry in the son.
65．When Doug went out the third time , the woman looked out of the window because she was
A．surprised at his being interested in the bin
B．afraid that he would discover her secret
C．unhappy that he didn't enjoy the meal
D. curious to know what disturbed him
Two friends have an argument that bleaks up their friendship forever, even though neither
one can remember how the whole thing got started. Such sad events happen over and over in
high schools across the country. In fact, according to an official report on youth violence, "In our
country today, the greatest threat to the lives of children and adolescents is not disease or
starvation or abandonment, but the terrible reality of violence". Given that this is the case, why
aren't students taught to manage conflict the way they are taught to solve math problems, drive
cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among
middle school and high school students indicates that most violent incidents between students
begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one
student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to
insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way
students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of
conflict resolution (解决) stay calm. Once the student feels calmer, he or she should choose
words that will calm the other person down as well. Rude words, name-calling, and accusation
only add fuel to the emotional fir On the other hand, soft words spoken at a normal sound level
can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategyfor conflict resolution;
listening. Listening allows the two sides to understand each other. One person should describe
his or her side, and the other person should listen without interrupting. Afterward, the listener
can ask non-threatening questions to clarify the speaker's position. Then the two people should
Finally, students need f. consider what they are hearing. This doesn't mean trying to figure
out what's wrong with the other person. It means understanding what the real issue is and what
both sides are trying to accomplish. For example, a shouting match over a peanut butter
sandwich might happen because one person thinks the other person is unwilling to try new
things. Students need to ask themselves questions such as these: How did this start? What do I
really want? What am I afraid off As the issue becomes clearer, the conflict often simply
becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After
students in Atlanta started a conflict resolution program, according to Educators for Social
Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75
percent of the teachers reported an increase in student cooperation; and 92 percent of the
students felt better about themselves". Learning to resolve conflicts can help students deal with
friends,. teachers. parents, bosses, and coworkers. In that way, conflict resolution is a basic life
skill that should be taught in schools across the country.
66. This article is mainly about _______.
A. the lives of school children
B. the cause of arguments in schools
C. how to analyze youth violence D. how to deal with school conflicts
67. From Paragraph 2 we can learn that________.
A. violence is more likely to occur at lunchtime
B. a small conflict can lead to violence
C. students tend to lose their temper easily
D. the eating habit of a student is often the cause of a fight
68. Why do students need to ask themselves the questions stated in Paragraph 5?
A. To find out who to blame.
B. To figure out how to stop the shouting match.
C. To get ready to buy new things. D. To make clear what the real issue is.
69. After the conflict resolution program was started in Atlanta, it was found that______.
A. there was a decrease in classroom violence
B. there was less student cooperation in the classroom
C. more teachers fell better about themselves in schools
D. the teacher-student relationship greatly improved
70. The writer’s purpose for writing this article is to_______.
A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence 阅读答案
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