SQKC-高三一轮第28讲课后作业第一篇:In 1974, after filling out applications, going through four interviews, and winning one after , I took what I could get — a teaching job at what I considered a distant 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 really New Jersey ? My students 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 young woman from New York City, who thought that “Make hay while the sun shine” just meant to have a good time.But, still, I was teaching 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 knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature 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 room..In college I had been taught that a successful educator should ignore had behavior. So I did, confident that, as the textbook had said, the behavior 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 inexperienced 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 filed their nails or read magazines. I just pretended it all wasn’t happening, 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. Vision of unemployment marched before my eyes.I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wonder if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not 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 they’re bored. Why not get to the meat of the literature and stop talking about 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 literature and ideas about human beings and their behavior. He helped me identify my weaknesses and my strengths. In short, he made _____ of me by reading _____ the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”Fifteen years later I still drive that same winding road to 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 job.C. it was rather difficult to get a job in the USA.D. it was easy to get a teaching job in New Jersey.56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?A. She had blind trust in what she learnt at college.B. She didn’t ask experienced t eachers for advice.C. She took too much time off to eat and sleep.D. She didn’t like teaching English literature.57. What is the writer’s biggest worry after her taskmaster’s observation of her class?A. She might lose her teaching job.B. She might los e her students’ respect.C. She couldn't teach the same class any more.D. She couldn’t ignore her students’ bad behavior any more.58. Which of the following gives the writer a sense of mild victory?A. Her talk about symbolism sounded convincing.B. Her students behaved a little better than usual.C. She managed to finish the class without crying.D. She was invited for a talk by her boss after class.59. The students behaved badly in the writer’s classes because______A. they were eager to embarrass her.B. she didn’t really understand them.C. they didn’t regard her as a good teacher.D. she didn’t have a good command of English.60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.A. cruel but encouragingB. fierce but forgivingC. sincere and supportiveD. angry and aggressive第二篇：Not all bodies of water are so evidently alive as the Atlantic Ocean, an S-shaped body of water covering 33 million square miles. The Atlantic has, in a sense, replaced theMediterranean as the inland sea of Western civilization. Unlike real inland seas, which seem strangely still, the Atlantic is rich in oceanic liveliness. It is perhaps not surprising that its vitality has been much written about by ancient poets.“Storm at Sea”, a short poem written around 700, is generally regarded as one of mankind’s earliest artistic representations of the Atlantic.When the wind is from the westAll the waves that cannot restTo the east must thunder onWhere the bright tree of the sunIs rooted in the ocean’s breast.As the poem suggests, the Atlantic is never dead and dull. It is an ocean that moves, impressively and endlessly. It makes all kinds of noise—it is forever thundering, boiling, crashing, and whistling.It is easy to imagine the Atlantic trying to draw breath—perhaps not so noticeably out in mid-ocean, but where it meets land, its waters bathing up and down a sandy beach. It mimics (模仿) nearly perfectly the steady breathing of a living creature. It is filled with symbiotic existences, too: unimaginable quantities of creatures, little and large alike, mix within its depths in a kind of oceanic harmony, giving to the waters a feeling of heartbeat, a kind of sub-ocean vitality. And it has a psychology. It has personalities: sometimes peaceful and pleasant, on rare occasions rough and wild; always it is strong and striking.68. Unlike real inland seas, the Atlantic Ocean is _____.A. always energeticB. lacking in livelinessC. shaped like a squareD. favored by ancient poets69. What is the purpose of using the poem “Storm at Sea” in the passage?A. To describe the movement of the waves.B. To show the strength of the storm.C. To represent the power of the ocean.D. To prove the vastness of the sea.70. What d oes the underlined word “symbiotic” mean?A. Living together.B. Growing fast.C. Moving harmoniously.D. Breathing peacefully.71. In the last paragraph, the Atlantic is compared to _____.A. a beautiful and poetic placeB. a flesh and blood personC. a wonderful worldD. a lovely animal第三篇：It is widely known that any English conversation begins with The Weather. Such a fixation with the weather finds expression in Dr. Johnson’s famous comment that “When two English meet, their first talk is of weather.”Though Johnson’s observation is as accurate now as it was over two hundred years ago, most commentators fail to come up with a convincing explanation for this English weather-speak.Bill Bryson, for example, concludes that, as the English weather is not at all exciting, the obsession with it can hardly be understood. He argues that “To an outsider, the most striking thing about the English weather is that there is not very much of it.” Simply, the reason is that the unusual and unpredictable weather is almost unknown in the British Isles.Jeremy Paxman, however, disagrees with Bryson, arguing that the English weather is by nature attractive. Bryson is wrong, he says, because the English preference for the weather has nothing to do with the natural phenome na. “The interest is less in the phenomenathemselves, but in uncertainty.” According to him, the weather in England is very changeable and uncertain and it attracts the English as well as the outsider.Bryson and Paxman stand for common misconceptions about the weather-speak among the English. Both commentators, somehow, are missing the point. The English weather conversation is not really about the weather at all. English weather-speak is a system of signs, which is developed to help the speakers overcome the natural reserve and actually talk to each other. Everyone knows conversations starting with weather-speak are not requests for weather data. Rather, they are routine greetings, conversation starters or the blank “fillers”. In other words, English weather-speak is a means of social bonding.72. The author mentions Dr. Johnson’s comment to show that _____.A. most commentators agree with Dr. JohnsonB. Dr. Johnson is famous for his weather observationC. the comment was accurate two hundred years agoD. English conversations usually start with the weather73. What does the underlined word “obsession” most probably refer to?A. A social trend.B. An emotional state.C. A historical concept.D. An unknown phenomenon.74. According to the passage, Jeremy Paxman believes that _____.A. Bill Bryson has little knowledge of the weatherB. there is nothing special about the English weatherC. the English weather attracts people to the British IslesD. English people talk about the weather for its uncertainty75. What is the author’s main purpose of writing the passage?A. To explain what English weather-speak is about.B. To analyze misconceptions about the English weather.C. To find fault with both Bill Bryson and Jeremy Paxman.D. To convince people that the English weather is changeable.第四篇：Yet some people wonder if the revolution in travel has gone too far. A price has been paid, they say, for the conquest (征服) of time and distance. Travel is something to be enjoyed, not endured（忍受）. The boat offers leisure and time enough to appreciate the ever-changing sights and sounds of a journey. A journey by train also has a special charm about it. Lakes and forests and wild, open plains sweeping past your carriage window create a grand view in which time and distance mean nothing. On board a plane, however, there is just the blank blue of the sky filling the narrow windows of the airplane. The soft lighting, in-flight films and gentle music make up the only world you know, and the hours progress slowly.Then there i s the time spent being“processed” at a modem airport. People are conveyed like robots along walkways; baggage is weighed, tickets produced, examined and produced yet again before the passengers move to another waiting area. Journeys by rail and sea takelo nger, yes, but the hours devoted to being “ processed” at departure and arrival in airports are luckily absent. No wonder, then, that the modern high-speed trains are winning back passengers from the airlines.Man, however, is now a world traveler and cannot turn his back on the airplane. The working lives of too many people depend upon it; whole new industries have been built around its design and operation. The holiday-maker, too, with limited time to spend, patiently endures the busy airports and the limited space of the flight to gain those extra hours and even days, relaxing in the sun. Speed controls people's lives; time saved, in work or play, is the important thing — or so we are told. Perhaps those first horsemen, riding free across the wild, open plains, were enjoying a better world than the one we know today. They could travel at will, and the clock was not their master.71. What does the writer try to express in Paragraph 1?A. Travel by plane has speeded up the growth of villages.B. The speed of modern travel has made distances relatively short,C. The freedom of movement has helped people realize their dreams.D. Man has been fond of traveling rather than staying in one place.72. How does the writer support the underlined statement in Paragraph 2?A. By giving instructions.B. By analyzing cause and effect.C. By following the order of time.D. By giving examples.73. According to Paragraph 3, passengers are turning back to modem high-speed trains because_______.A. they pay less for the ticketsB. they feel safer during the travelC. they ran enjoy higher speed of travelD. they don’t have to waste time being “processed”74., What does the last sentence of the passage mean?A. They enjoy tree and relaxing travel.B. They needed the clock to tell the time.C. They preferred traveling on horseback.D. They could travel with their master.75. What is the main idea of the passage?A. Air travel benefits people and industries.B. Train travel has some advantages over air travel.C. Great changes have taken place in modern travel.D. The high speed of air travel is gained at a cost.参考答案：第一篇：55.答案：C。
