外研版（2019）选择性必修一：Unit 4 Meeting the muse Using language 课后作业（含答案）
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| 名称 | 外研版（2019）选择性必修一：Unit 4 Meeting the muse Using language 课后作业（含答案） |  | |
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| 更新时间 | 2021-09-29 13:19:37 | ||
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课后作业(十二) Unit
4 Section
Ⅲ
Using
language
&
Developing
ideas
阅读理解
A
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
Tinkertoys.
You
have
45
minutes
today—and
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
something
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
at
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
I'm
just
not
creative.”
“Do
you
dream
at
night
when
you're
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.
“That's
pretty
creative.
Who
does
that
for
you？”
“Nobody.
I
do
it.”
“Really—at
night,
when
you're
asleep ”
“Sure.”
“Try
doing
it
in
the
daytime,
in
class,
okay ”
1．The
teacher
used
Tinkertoys
in
class
in
order
to
________.
A．know
more
about
the
students
B．make
the
lessons
more
exciting
C．raise
the
students'
interest
in
art
D．teach
the
students
about
toy
design
2．What
do
we
know
about
the
boy
mentioned
in
Paragraph
3
A．He
liked
to
help
his
teacher.
B．He
preferred
to
study
alone.
C．He
was
active
in
class.
D．He
was
imaginative.
3．What
does
the
underlined
word
“downside”
in
Paragraph
4
probably
mean
A．Mistake.
B．Drawback.
C．Difficulty.
D．Burden.
4．Why
did
the
teacher
ask
the
students
to
talk
about
their
dreams
A．To
help
them
to
see
their
creativity.
B．To
find
out
about
their
sleeping
habits.
C．To
help
them
to
improve
their
memory.
D．To
find
out
about
their
ways
of
thinking.
B
Bad
news
sells.
If
it
bleeds,
it
leads.
No
news
is
good
news,
and
good
news
is
no
news.
Those
are
the
classic
rules
for
the
evening
broadcasts
and
the
morning
papers.
But
now
that
information
is
being
spread
and
monitored
(监控)
in
different
ways,
researchers
are
discovering
new
rules.
By
tracking
people's
e mails
and
online
posts,
scientists
have
found
that
good
news
can
spread
faster
and
farther
than
disasters
and
sob
stories.
“The
‘if
it
bleeds’
rule
works
for
mass
media，”
says
Jonah
Berger,
a
scholar
at
the
University
of
Pennsylvania.
“They
want
your
eyeballs
and
don't
care
how
you're
feeling.
But
when
you
share
a
story
with
your
friends,
you
care
a
lot
more
how
they
react.
You
don't
want
them
to
think
of
you
as
a
Debbie
Downer.”
Researchers
analyzing
word of mouth
communication—e mails,
Web
posts
and
reviews,
face to face
conversations—found
that
it
tended
to
be
more
positive
than
negative
(消极的),
but
that
didn't
necessarily
mean
people
preferred
positive
news.
Was
positive
news
shared
more
often
simply
because
people
experienced
more
good
things
than
bad
things
To
test
for
that
possibility,
Dr.
Berger
looked
at
how
people
spread
a
particular
set
of
news
stories:
thousands
of
articles
on
The
New
York
Times'
website.
He
and
a
Penn
colleague
analyzed
the
“most
e mailed”
list
for
six
months.
One
of
his
first
findings
was
that
articles
in
the
science
section
were
much
more
likely
to
make
the
list
than
non science
articles.
He
found
that
science
amazed
Times'
readers
and
made
them
want
to
share
this
positive
feeling
with
others.
Readers
also
tended
to
share
articles
that
were
exciting
or
funny,
or
that
inspired
negative
feelings
like
anger
or
anxiety,
but
not
articles
that
left
them
merely
sad.
They
needed
to
be
aroused
(激发)
one
way
or
the
other,
and
they
preferred
good
news
to
bad.
The
more
positive
an
article,
the
more
likely
it
was
to
be
shared,
as
Dr.
Berger
explains
in
his
new
book,
Contagious:
Why
Things
Catch
On.
5．What
do
the
classic
rules
mentioned
in
the
text
apply
to
A．News
reports.
B．Research
papers.
C．Private
e mails.
D．Daily
conversations.
6．What
can
we
infer
about
people
like
Debbie
Downer
A．They're
socially
inactive.
B．They're
good
at
telling
stories.
C．They're
inconsiderate
of
others.
D．They're
careful
with
their
words.
7．Which
tended
to
be
the
most
e mailed
according
to
Dr.
Berger's
research
A．Sports
news.
B．Science
articles.
C．Personal
accounts.
D．Financial
reviews.
8．What
can
be
a
suitable
title
for
the
text
A．Sad
Stories
Travel
Far
and
Wide
B．Online
News
Attracts
More
People
C．Reading
Habits
Change
with
the
Times
D．Good
News
Beats
Bad
on
Social
Networks
C
The
meaning
of
silence
varies
among
cultural
groups.
Silences
may
be
thoughtful,
or
they
may
be
empty
when
a
person
has
nothing
to
say.
A
silence
in
a
conversation
may
also
show
stubbornness,
uneasiness,
or
worry.
Silence
may
be
viewed
by
some
cultural
groups
as
extremely
uncomfortable;
therefore
attempts
may
be
made
to
fill
every
gap
(间隙)
with
conversation.
Persons
in
other
cultural
groups
value
silence
and
view
it
as
necessary
for
understanding
a
person's
needs.
Many
Native
Americans
value
silence
and
feel
it
is
a
basic
part
of
communicating
among
people,
just
as
some
traditional
Chinese
and
Thai
persons
do.
Therefore,
when
a
person
from
one
of
these
cultures
is
speaking
and
suddenly
stops,
what
may
be
implied
(暗示)
is
that
the
person
wants
the
listener
to
consider
what
has
been
said
before
continuing.
In
these
cultures,
silence
is
a
call
for
reflection.
Other
cultures
may
use
silence
in
other
ways,
particularly
when
dealing
with
conflicts
among
people
or
in
relationships
of
people
with
different
amounts
of
power.
For
example,
Russian,
French,
and
Spanish
persons
may
use
silence
to
show
agreement
between
parties
about
the
topic
under
discussion.
However,
Mexicans
may
use
silence
when
instructions
are
given
by
a
person
in
authority
rather
than
be
rude
to
that
person
by
arguing
with
him
or
her.
In
still
another
use,
persons
in
Asian
cultures
may
view
silence
as
a
sign
of
respect,
particularly
to
an
elder
or
a
person
in
authority.
Nurses
and
other
care givers
need
to
be
aware
of
the
possible
meanings
of
silence
when
they
come
across
the
personal
anxiety
their
patients
may
be
experiencing.
Nurses
should
recognize
their
own
personal
and
cultural
construction
of
silence
so
that
a
patient's
silence
is
not
interrupted
too
early
or
allowed
to
go
on
unnecessarily.
A
nurse
who
understands
the
healing
(治愈)
value
of
silence
can
use
this
understanding
to
assist
in
the
care
of
patients
from
their
own
and
from
other
cultures.
9．What
does
the
author
say
about
silence
in
conversations
A．It
implies
anger.
B．It
promotes
friendship.
C．It
is
culture specific.
D．It
is
content based.
10．Which
of
the
following
people
might
regard
silence
as
a
call
for
careful
thought
A．The
Chinese.
B．The
French.
C．The
Mexicans.
D．The
Russians.
11．What
does
the
author
advise
nurses
to
do
about
silence
A．Let
it
continue
as
the
patient
pleases.
B．Break
it
while
treating
patients.
C．Evaluate
its
harm
to
patients.
D．Make
use
of
its
healing
effects.
12．What
may
be
the
best
title
for
the
text
A．Sound
and
Silence
B．What
It
Means
to
Be
Silent
C．Silence
to
Native
Americans
D．Speech
Is
Silver;
Silence
Is
Gold
详细答案
阅读理解
A
【语篇解读】 本文是一篇记叙文，主要讲述了“我”是如何帮助学生发现他们的想象力和创造力的。
1．答案与解析：A 细节理解题。从第一段第一句可知“开学初，我使用组装玩具作为考试方式是为了了解学生”。故选A。
2．答案与解析：D 推理判断题。从第三段最后两句可知，“我”认为这个男孩极具创新精神，并且可以鼓励和影响其他学生。故选D。
3．答案与解析：B 词义猜测题。根据上文并结合第四段第二句“I
ran
the
risk...of
thinking”可知，“我”想利用这位想象力丰富的学生来影响和鼓励其他学生，但这样做可能不利于那些思维方式不同的学生。由此可知，画线词“downside”应指不好的一面，意为“缺点，劣势”，B项意思与之最接近。A项意为“错误”；C项意为“困难”；D项意为“负担”，均与语境不符。故选B。
4．答案与解析：A 推理判断题。根据第四段及下文可知，学生的思维方式不同，“我”在鼓励善于组装玩具的同学的同时，可能会令其他同学感到沮丧，使其认为自己不具有想象力。由此可知，“我”想通过探讨做梦内容的方式来让学生们意识到他们也有创造力。故选A。
B
【语篇解读】 本文是一篇科普说明文，主要介绍了在社交媒体和网络中，积极信息要比消极信息传播得更快、更远。人们不想被朋友认为自己不顾及他人的感受，于是会传播带有积极意义的、科学的信息。
5．答案与解析：A 细节理解题。根据第一段第四句可知“那些是适用于晚间广播和晨报的经典规则”。故选A。
6．答案与解析：C 推理判断题。根据第二段内容可知，大众传媒只想博取人们的眼球，而不关注人们的感受。但个人在与朋友分享故事时，更多的是关心他们的反应，这样做是不想被朋友认为自己是个不关心他人感受的人；由此可推知，Debbie
Downer指的应是那些不顾及他人感受的人。故选C。
7．答案与解析：B 细节理解题。从第三段第五句“他的早期发现之一是科学领域的文章比非科学领域的更有可能登上排行榜”，以及第三段中“the
most
e mail
list”可知，科学类文章是电子邮件中传播最为广泛的。
8．答案与解析：D 主旨大意题。纵观全文可知，本文主要介绍了在社交媒体和网络中，积极信息要比消极信息传播得更快、更远。人们不想被朋友认为自己不顾及他人感受，于是会传播带有积极意义的、科学的信息；由此可知，D项“在社交网络中，积极信息战胜了消极信息”能够概括文章大意，适合作标题。故选D。
C
【语篇解读】 本文是一篇说明文。在不同的文化中，沉默的含义是不同的。文章主要介绍了几种文化中沉默的具体含义。
9．答案与解析：C 细节理解题。第一段第一句为“沉默在不同文化中的含义是不同的”，该题问的是关于谈话中的沉默作者是怎么说的，从上述句义可知，沉默的含义因文化的不同而不同，即有文化差异性。故选C。
10．答案与解析：A 由第二段第一句的内容可知，中国人可能会把沉默看作是认真思考的一种需要。故选A。
11．答案与解析：D 细节理解题。根据最后一段最后一句“A
nurse...from
other
cultures”并结合前几句的内容可知，作者建议护士要利用好沉默的治愈作用。
12．答案与解析：B 主旨大意题。浏览全文内容可知，文章谈论的中心话题是沉默的含义，因此B项最能概括文章的主旨，适合作标题。故选B。
4 Section
Ⅲ
Using
language
&
Developing
ideas
阅读理解
A
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
Tinkertoys.
You
have
45
minutes
today—and
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
something
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
at
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
I'm
just
not
creative.”
“Do
you
dream
at
night
when
you're
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.
“That's
pretty
creative.
Who
does
that
for
you？”
“Nobody.
I
do
it.”
“Really—at
night,
when
you're
asleep ”
“Sure.”
“Try
doing
it
in
the
daytime,
in
class,
okay ”
1．The
teacher
used
Tinkertoys
in
class
in
order
to
________.
A．know
more
about
the
students
B．make
the
lessons
more
exciting
C．raise
the
students'
interest
in
art
D．teach
the
students
about
toy
design
2．What
do
we
know
about
the
boy
mentioned
in
Paragraph
3
A．He
liked
to
help
his
teacher.
B．He
preferred
to
study
alone.
C．He
was
active
in
class.
D．He
was
imaginative.
3．What
does
the
underlined
word
“downside”
in
Paragraph
4
probably
mean
A．Mistake.
B．Drawback.
C．Difficulty.
D．Burden.
4．Why
did
the
teacher
ask
the
students
to
talk
about
their
dreams
A．To
help
them
to
see
their
creativity.
B．To
find
out
about
their
sleeping
habits.
C．To
help
them
to
improve
their
memory.
D．To
find
out
about
their
ways
of
thinking.
B
Bad
news
sells.
If
it
bleeds,
it
leads.
No
news
is
good
news,
and
good
news
is
no
news.
Those
are
the
classic
rules
for
the
evening
broadcasts
and
the
morning
papers.
But
now
that
information
is
being
spread
and
monitored
(监控)
in
different
ways,
researchers
are
discovering
new
rules.
By
tracking
people's
e mails
and
online
posts,
scientists
have
found
that
good
news
can
spread
faster
and
farther
than
disasters
and
sob
stories.
“The
‘if
it
bleeds’
rule
works
for
mass
media，”
says
Jonah
Berger,
a
scholar
at
the
University
of
Pennsylvania.
“They
want
your
eyeballs
and
don't
care
how
you're
feeling.
But
when
you
share
a
story
with
your
friends,
you
care
a
lot
more
how
they
react.
You
don't
want
them
to
think
of
you
as
a
Debbie
Downer.”
Researchers
analyzing
word of mouth
communication—e mails,
Web
posts
and
reviews,
face to face
conversations—found
that
it
tended
to
be
more
positive
than
negative
(消极的),
but
that
didn't
necessarily
mean
people
preferred
positive
news.
Was
positive
news
shared
more
often
simply
because
people
experienced
more
good
things
than
bad
things
To
test
for
that
possibility,
Dr.
Berger
looked
at
how
people
spread
a
particular
set
of
news
stories:
thousands
of
articles
on
The
New
York
Times'
website.
He
and
a
Penn
colleague
analyzed
the
“most
e mailed”
list
for
six
months.
One
of
his
first
findings
was
that
articles
in
the
science
section
were
much
more
likely
to
make
the
list
than
non science
articles.
He
found
that
science
amazed
Times'
readers
and
made
them
want
to
share
this
positive
feeling
with
others.
Readers
also
tended
to
share
articles
that
were
exciting
or
funny,
or
that
inspired
negative
feelings
like
anger
or
anxiety,
but
not
articles
that
left
them
merely
sad.
They
needed
to
be
aroused
(激发)
one
way
or
the
other,
and
they
preferred
good
news
to
bad.
The
more
positive
an
article,
the
more
likely
it
was
to
be
shared,
as
Dr.
Berger
explains
in
his
new
book,
Contagious:
Why
Things
Catch
On.
5．What
do
the
classic
rules
mentioned
in
the
text
apply
to
A．News
reports.
B．Research
papers.
C．Private
e mails.
D．Daily
conversations.
6．What
can
we
infer
about
people
like
Debbie
Downer
A．They're
socially
inactive.
B．They're
good
at
telling
stories.
C．They're
inconsiderate
of
others.
D．They're
careful
with
their
words.
7．Which
tended
to
be
the
most
e mailed
according
to
Dr.
Berger's
research
A．Sports
news.
B．Science
articles.
C．Personal
accounts.
D．Financial
reviews.
8．What
can
be
a
suitable
title
for
the
text
A．Sad
Stories
Travel
Far
and
Wide
B．Online
News
Attracts
More
People
C．Reading
Habits
Change
with
the
Times
D．Good
News
Beats
Bad
on
Social
Networks
C
The
meaning
of
silence
varies
among
cultural
groups.
Silences
may
be
thoughtful,
or
they
may
be
empty
when
a
person
has
nothing
to
say.
A
silence
in
a
conversation
may
also
show
stubbornness,
uneasiness,
or
worry.
Silence
may
be
viewed
by
some
cultural
groups
as
extremely
uncomfortable;
therefore
attempts
may
be
made
to
fill
every
gap
(间隙)
with
conversation.
Persons
in
other
cultural
groups
value
silence
and
view
it
as
necessary
for
understanding
a
person's
needs.
Many
Native
Americans
value
silence
and
feel
it
is
a
basic
part
of
communicating
among
people,
just
as
some
traditional
Chinese
and
Thai
persons
do.
Therefore,
when
a
person
from
one
of
these
cultures
is
speaking
and
suddenly
stops,
what
may
be
implied
(暗示)
is
that
the
person
wants
the
listener
to
consider
what
has
been
said
before
continuing.
In
these
cultures,
silence
is
a
call
for
reflection.
Other
cultures
may
use
silence
in
other
ways,
particularly
when
dealing
with
conflicts
among
people
or
in
relationships
of
people
with
different
amounts
of
power.
For
example,
Russian,
French,
and
Spanish
persons
may
use
silence
to
show
agreement
between
parties
about
the
topic
under
discussion.
However,
Mexicans
may
use
silence
when
instructions
are
given
by
a
person
in
authority
rather
than
be
rude
to
that
person
by
arguing
with
him
or
her.
In
still
another
use,
persons
in
Asian
cultures
may
view
silence
as
a
sign
of
respect,
particularly
to
an
elder
or
a
person
in
authority.
Nurses
and
other
care givers
need
to
be
aware
of
the
possible
meanings
of
silence
when
they
come
across
the
personal
anxiety
their
patients
may
be
experiencing.
Nurses
should
recognize
their
own
personal
and
cultural
construction
of
silence
so
that
a
patient's
silence
is
not
interrupted
too
early
or
allowed
to
go
on
unnecessarily.
A
nurse
who
understands
the
healing
(治愈)
value
of
silence
can
use
this
understanding
to
assist
in
the
care
of
patients
from
their
own
and
from
other
cultures.
9．What
does
the
author
say
about
silence
in
conversations
A．It
implies
anger.
B．It
promotes
friendship.
C．It
is
culture specific.
D．It
is
content based.
10．Which
of
the
following
people
might
regard
silence
as
a
call
for
careful
thought
A．The
Chinese.
B．The
French.
C．The
Mexicans.
D．The
Russians.
11．What
does
the
author
advise
nurses
to
do
about
silence
A．Let
it
continue
as
the
patient
pleases.
B．Break
it
while
treating
patients.
C．Evaluate
its
harm
to
patients.
D．Make
use
of
its
healing
effects.
12．What
may
be
the
best
title
for
the
text
A．Sound
and
Silence
B．What
It
Means
to
Be
Silent
C．Silence
to
Native
Americans
D．Speech
Is
Silver;
Silence
Is
Gold
详细答案
阅读理解
A
【语篇解读】 本文是一篇记叙文，主要讲述了“我”是如何帮助学生发现他们的想象力和创造力的。
1．答案与解析：A 细节理解题。从第一段第一句可知“开学初，我使用组装玩具作为考试方式是为了了解学生”。故选A。
2．答案与解析：D 推理判断题。从第三段最后两句可知，“我”认为这个男孩极具创新精神，并且可以鼓励和影响其他学生。故选D。
3．答案与解析：B 词义猜测题。根据上文并结合第四段第二句“I
ran
the
risk...of
thinking”可知，“我”想利用这位想象力丰富的学生来影响和鼓励其他学生，但这样做可能不利于那些思维方式不同的学生。由此可知，画线词“downside”应指不好的一面，意为“缺点，劣势”，B项意思与之最接近。A项意为“错误”；C项意为“困难”；D项意为“负担”，均与语境不符。故选B。
4．答案与解析：A 推理判断题。根据第四段及下文可知，学生的思维方式不同，“我”在鼓励善于组装玩具的同学的同时，可能会令其他同学感到沮丧，使其认为自己不具有想象力。由此可知，“我”想通过探讨做梦内容的方式来让学生们意识到他们也有创造力。故选A。
B
【语篇解读】 本文是一篇科普说明文，主要介绍了在社交媒体和网络中，积极信息要比消极信息传播得更快、更远。人们不想被朋友认为自己不顾及他人的感受，于是会传播带有积极意义的、科学的信息。
5．答案与解析：A 细节理解题。根据第一段第四句可知“那些是适用于晚间广播和晨报的经典规则”。故选A。
6．答案与解析：C 推理判断题。根据第二段内容可知，大众传媒只想博取人们的眼球，而不关注人们的感受。但个人在与朋友分享故事时，更多的是关心他们的反应，这样做是不想被朋友认为自己是个不关心他人感受的人；由此可推知，Debbie
Downer指的应是那些不顾及他人感受的人。故选C。
7．答案与解析：B 细节理解题。从第三段第五句“他的早期发现之一是科学领域的文章比非科学领域的更有可能登上排行榜”，以及第三段中“the
most
e mail
list”可知，科学类文章是电子邮件中传播最为广泛的。
8．答案与解析：D 主旨大意题。纵观全文可知，本文主要介绍了在社交媒体和网络中，积极信息要比消极信息传播得更快、更远。人们不想被朋友认为自己不顾及他人感受，于是会传播带有积极意义的、科学的信息；由此可知，D项“在社交网络中，积极信息战胜了消极信息”能够概括文章大意，适合作标题。故选D。
C
【语篇解读】 本文是一篇说明文。在不同的文化中，沉默的含义是不同的。文章主要介绍了几种文化中沉默的具体含义。
9．答案与解析：C 细节理解题。第一段第一句为“沉默在不同文化中的含义是不同的”，该题问的是关于谈话中的沉默作者是怎么说的，从上述句义可知，沉默的含义因文化的不同而不同，即有文化差异性。故选C。
10．答案与解析：A 由第二段第一句的内容可知，中国人可能会把沉默看作是认真思考的一种需要。故选A。
11．答案与解析：D 细节理解题。根据最后一段最后一句“A
nurse...from
other
cultures”并结合前几句的内容可知，作者建议护士要利用好沉默的治愈作用。
12．答案与解析：B 主旨大意题。浏览全文内容可知，文章谈论的中心话题是沉默的含义，因此B项最能概括文章的主旨，适合作标题。故选B。