The Heritage(遺產(chǎn)) at Risk programme aims to understand the overall state of England’s heritage by assessing each of its different elements. In particular we need to indetify those that are facing the greatest pressures and threats. We will use thes information to work out how to reduce those pressures and in turn to calculate the resources needed to make our unique heritage of historic places safe.

You can search for sites on the register by entering a site name,location,street or educational block in the box below.

Conservation areas

   A nationwide survey of conservation areas indicates that approximately 1 in 7 is at risk  from neglect(疏忽),decay(腐爛)or unpitying change.

   Show your suport for our campaign go save conservation areas from unavoidable declineand receive a free campaign pack by registering. There are some 9,300 conservation areas across England, meaning that we all live in or near to one or visit one regularly for work, shopping or rest. They are the element of England’s heritage that is all around us and which touches all of our lives. But until now no one had a clear idea what condition they were in.

Buildings

The task of assessing condition and risk started with buildings. Following a survey of all grades of listed buildings in London, English Heritage published in 1991 the first annual register of those at risk there.

The success of this London work led to the national buildings at risk strategy in 1998, and publication of a register of buildings at risk covering all grade I and II listed buildings and structural scheduled monuments in the country, at risk and vulnerable(易受傷害的).

Parks&Gardens

There are 1,600 entries on the current English heritage Register of Historic Parks and Gardens of Special Historic Interest. Sites at risk have typically been adversely(不利地) affected by development and neglect; often they have been changed by development and are faced with major change. Sometimes development beyond the boundary of a registered landscape can be just as harmful as construction within its boundaries; this is especially true that development would influence designed viwes that extend beyond the chosen site itself.

1.the purpose of using the information to work out how to reduce pressures is to      .

A.assess each of English heritage’s different elements

B.identify those that are facing the greatest pressures and threats

C.calculate the resources needed to make heritage of historic sites safe

D.help you to search for sites at risk on the register

2.It can be inferred  from “Conservation areas” that conservationareas across Elngland      .

A.are almost all at risk from neglect, decay or unpityuing change

B.can be entered with a campaign pack free of charge

C.are in very close connection with our lives

D.are in whatever condition people are sure about

3.The text mainly talks about      .

A.English heritage at risk    B.historic places of interest

C.English heritage register   D.location of English heritage

4.According to the last paragraph, the bad effect development has on the sites at risk is that      .

A.it has changed the sites at risk with no intention

B.it can sometimes cause harm beyond the registered boundaies

C.it would affect  the designed views instead of the chosen sites

D.it has neglected the local people of special historic interest

【小題1】C

【小題2】C

【小題3】A

【小題4】B

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科目：高中英語 來源： 題型：閱讀理解

There is no other city in the world that has such a strong connection with the Olympic Games. Athens, the____1____city of the first modern Olympics in 1896, ____2____ into the limelight (焦點(diǎn)) again on March 30,2008 ____3____ the flame for that year’s Olympic Games was ____4____ over to the Beijing Organizing Committee. The Olympic flame was ____5____ on March 24,2008 in Olympia, a place in southwestern Greece. In the ritual (儀式), actresses ____6____ as ancient Greek priestesses (女祭司) used a ____7____ to light the flame. The flame then was carried to the site of public ceremony and handed to the first ____8____, Greek taekwondo(跆拳道) athlete Alexandros Nikolaidis. He carried the flame to the ____9____ of the monument of Baron de Courbertin, the ____10____ of the modern Olympic Games.

Athens was named ____11____ Athena, the goddess of wisdom in Greek mythology (神話). It is also one of the world’s oldest cities with a history ____12____ at least 3,000 years. Athens was the ____13____ of arts, learning and philosophy in ancient times and is widely ____14____ to as the cradle (搖籃) of Western civilization.

The heritage of history is ____15____ evident in the city, represented by a number of ancient monuments and works of art. The Acropolis (衛(wèi)城) is the city’s key ____16____. It overlooks the ____17____ city and dominates the skyline (天際). The main temple of the goddess Athena, ____18____ on the Acropolis, was Parthenon (帕臺(tái)農(nóng)神廟). And the National Archaeological Museum, the ____19____ important museum in Greece, holds a priceless ____20____ of treasure, with artifacts (古器物) of almost every culture, which flourished (繁榮) in the Mediterranean (地中海).

1. A. host                     B. traveled             C. ancient              D. oldest

2. A. made             B. got                    C. came                D. became

3. A. where            B. when                C. as                    D. that

4. A. carried           B. gave                  C. handed              D. passed

5. A. fired              B. lit               C. burned                     D. started

6. A. worn             B. acted                C. performed         D. dressed

7. A. mirror           B. reflection           C. cup                  D. pan

8. A. priestesses     B. founder             C. runner               D. player

9. A. foot               B. top                    C. front                 D. back

10. A. founder        B. inventor             C. discoverer         D. finder

11. A. by               B. after                       C. on                    D. in

12. A. dating          B. spanning           C. crossing            D. covering

13. A. center          B. city                   C. place                 D. site

14. A. regarded      B. mentioned          C. referred             D. considered

15. A. yet                     B. however            C. therefore           D. still

16. A. attraction     B. scene                C. entrance            D. platform

17. A. complete      B. whole               C. full                   D. total

18. A. set               B. lay                    C. built                  D. laid

19. A. most            B. more                 C. least                  D. less

20. A. gathering      B. storage              C. jewel                 D. collection

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科目：高中英語 來源：2012-2013學(xué)年安徽省無為開城中學(xué)高二下學(xué)期第二次月考英語卷（帶解析） 題型：閱讀理解

India has a very vast history and heritage. The country has witnessed some of the most important events in the past and every event has an effect of its own on the culture, religion, lifestyle, and economy of the country. This is one of the leading reasons why tourists prefer India to travel and explore. Historical tours in India provide everything that a traveler expects from his/her journey. These historical tours give an opportunity to study and explore Indian history.
Historical tours of India generally consisted of four phases: ancient, medieval（中世紀(jì)的）, modern India and contemporary India. Some of the historical travel packages are:
Forts and Palaces
The rich cultural past of India is reflected in the countless forts and palaces across the country. Most of the forts were constructed as a defense device to keep the enemy away and palaces were made on the names of the kings and queens. Some of the famous forts and palaces are: Agra Fort (Agra), Fatehpur Sikri (Agra), Hawa Mahal (Jaipur), Amber Fort (Jaipur), City Palace (Jaipur), Gwalior Fort (Gwalior), Mysore Palace (Mysore), Red Fort (Delhi), etc.
India Heritage Tours
The main purpose of India Heritage tours is to make Indians as well as tourists familiar with the rich Indian legacy（遺產(chǎn)）. The heritage of the country is at least 5000 years. Some of the heritage tours are: medieval heritage, Rajput heritage, Golden Triangle, splendid Gujarat, etc.
South India Historical Tours
The Southern India is known for its diversity and there are many places, which attract tourists, not only from the country but also from all around the world. The famous tourists’ destinations in South India include Goa, Cochin, Kerala, Munnar, Periyar, Kottayam and the list goes on and on.
【小題1】The main purpose of this passage is

A．to report some important events in the history of India
B．to introduce some tours that they can explore the history of India
C．to help study the culture and history of India
D．to tell us how to explore the history of India
【小題2】Many tourists prefer to travel to and explore because
A．modern India has little to study
B．Indian people have an interesting lifestyle
C．its culture is greatly influenced by its history
D．India’s history is longer than that of any other country
【小題3】Most forts were built in order to
A．honor the kingsB．a(chǎn)ct as a palace for queens
C．keep enemies away D．a(chǎn)ttract tourists
【小題4】According to the passage, Rajput heritage               .
A．is a famous fort in IndiaB．is one of the heritages in India
C．has a history of no more than 200 yearsD．lies in South India

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科目：高中英語 來源：2013屆內(nèi)蒙古高二下學(xué)期期末考試英語試卷（解析版） 題型：完型填空

Someone said that encouragement is simply reminding a person of the “shoulders” he’s standing on, the heritage he’s been given. That’s what happened   36   a young man, the son of a(n)   37   baseball player, was chosen by one of the minor league teams. Hard as he tried, his first season was   38   , and by midseason he expected to be removed   39   day. The coaches were    40   by his failure because he possessed all the characteristics of a superb athlete, but he seemed to have become   41   from his potential.

His   42   seemed darkest one day when he had already struck out his first time at bat. Then he stepped up to the batter’s box again and quickly ran up two strikes. The catcher called a   43   and ran for a conference to discuss strategies. While they were busy, the   44  , standing behind him, spoke casually to the boy.

Then play   45  , the next pitch was thrown and the young man knocked it out of the park. That was the turning   46  . From then on, he played the game with a new confidence and power that quickly   47   the attention of the parent team, and he was called   48   to the majors.

On the day he was leaving for the city, one of his coaches asked him what had caused such a turnaround. The young man replied it was the   49   remark the judge had   50   that day when his baseball career had seemed   51  .

“He told me I reminded him of all the times he had stood   52   my dad in the batter’s box,” the boy explained. “He said I was holding the bat just the way Dad had held it.   53   he told me, ‘I can see his genes in you; you have your father’s   54   .’ After that, whenever I swung the bat, I just   55   I was using Dad’s arms instead of my own.”

1.

A．a(chǎn)s

B．since

C．while

D．when

 

2.

A．star

B．a(chǎn)verage

C．a(chǎn)mateur

D．old

 

3.

A．embarrassing

B．disappointing

C．satisfying

D．rewarding

 

4.

A．some

B．a(chǎn)

C．one

D．a(chǎn)ny

 

5.

A．a(chǎn)mazed

B．impressed

C．puzzled

D．a(chǎn)shamed

 

6.

A．separated

B．different

C．inconsistent

D．divided

 

7.

A．hope

B．future

C．dream

D．a(chǎn)mbition

 

8.

A．pause

B．rest

C．break

D．stop

 

9.

A．catcher

B．coach

C．batter

D．judge

 

10.

A．began

B．lasted

C．restarted

D．moved

 

11.

A．part

B．point

C．place

D．spot

 

12.

A．drew

B．fixed

C．focused

D．took

 

13.

A．in

B．for

C．up

D．out

 

14.

A．encouraging

B．casual

C．demanding

D．wise

 

15.

A．said

B．made

C．given

D．pointed

 

16.

A．fixed

B．useless

C．endless

D．helpless

 

17.

A．on the right

B．on the left

C．before

D．behind

 

18.

A．And

B．So

C．Thus

D．Therefore

 

19.

A．strength

B．a(chǎn)rms

C．body

D．talent

 

20.

A．supposed

B．pretended

C．imagined

D．expected

 

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科目：高中英語 來源：湖北省2010屆高三下學(xué)期5月月考英語試題 題型：閱讀理解

E

The Heritage(遺產(chǎn)) at Risk programme aims to understand the overall state of England’s heritage by assessing each of its different elements. In particular we need to indentify those that are facing the greatest pressures and threats. We will use the information to work out how to reduce those pressures and in turn to calculate the resources needed to make our unique heritage of historic places safe.

You can search for sites on the register by entering a site name, location, street or educational block in the box below.

Conservation areas

A nationwide survey of conservation areas indicates that approximately 1 in 7 is at risk  from neglect(疏忽),decay(腐爛)or unpitying change.

Show your support for our campaign go save conservation areas from unavoidable decline and receive a free campaign pack by registering. There are some 9,300 conservation areas across England, meaning that we all live in or near to one or visit one regularly for work, shopping or rest. They are the element of England’s heritage that is all around us and which touches all of our lives. But until now no one had a clear idea what condition they were in.

Buildings

The task of assessing condition and risk started with buildings. Following a survey of all grades of listed buildings in London, English Heritage published in 1991 the first annual register of those at risk there.

The success of this London work led to the national buildings at risk strategy in 1998, and publication of a register of buildings at risk covering all grade I and II listed buildings and structural scheduled monuments in the country, at risk and vulnerable(易受傷害的).

Parks&Gardens

There are 1,600 entries on the current English heritage Register of Historic Parks and Gardens of Special Historic Interest. Sites at risk have typically been adversely(不利地) affected by development and neglect; often they have been changed by development and are faced with major change. Sometimes development beyond the boundary of a registered landscape can be just as harmful as construction within its boundaries; this is especially true that development would influence designed views that extend beyond the chosen site itself.

67.   The purpose of using the information to work out how to reduce pressures is to      .

A. assess each of English heritage’s different elements

B. identify those that are facing the greatest pressures and threats

C. calculate the resources needed to make heritage of historic sites safe

D. help you to search for sites at risk on the register

68. It can be inferred  from “Conservation areas” that conservation are as across England      .

A. are almost all at risk from neglect, decay or unpitying change

B. can be entered with a campaign pack free of charge

C. are in very close connection with our lives

D. are in whatever condition people are sure about

69. The text mainly talks about      .

A. English heritage at risk                      B. historic places of interest

C. English heritage register                     D. location of English heritage

70.According to the last paragraph, the bad effect development has on the sites at risk is that_____.

A. it has changed the sites at risk with no intention

B. it can sometimes cause harm beyond the registered boundaries

C. it would affect  the designed views instead of the chosen sites

D. it has neglected the local people of special historic interest

 

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科目：高中英語 來源：2011-2012學(xué)年江蘇省高三年級(jí)第一次調(diào)研考試英語題 題型：完型填空

Someone said that encouragement is simply reminding a person of the “shoulders” he’s standing on, the heritage he’s been given. That’s what happened    36    a young man, the son of a(n)   37    baseball player, was chosen by one of the minor league teams. Hard as he tried, his first season was    38    , and by midseason he expected to be removed    39   day. The coaches were     40    by his failure because he possessed all the characteristics of a superb（杰出的）athlete, but he seemed to have become    41    from his potential.

His    42    seemed darkest one day when he had already struck out his first time at bat. Then he stepped up to the batter’s box again and quickly ran up two strikes. The catcher called a     43    and ran for a conference to discuss strategies. While they were busy, the    44   , standing behind him, spoke casually to the boy.

Then play    45   , the next pitch was thrown and the young man knocked it out of the park. That was the turning    46   . From then on, he played the game with a new confidence and power that quickly    47    the attention of the parent team, and he was called   48    to the majors.

On the day he was leaving for the city, one of his coaches asked him what had caused such a turnaround. The young man replied it was the    49    remark the judge had    50    that day when his baseball career had seemed    51   .

“He told me I reminded him of all the times he had stood    52    my dad in the batter’s box,” the boy explained. “He said I was holding the bat just the way Dad had held it.    53   he told me, ‘I can see his genes in you; you have your father’s    54    .’ After that, whenever I swung the bat, I just    55    I was using Dad’s arms instead of my own.”

1.A. as             B. since            C. while            D. when

2.A. star           B. average              C. amateur              D. old

3.A. embarrassing       B. disappointing   C. satisfying           D. rewarding

4.A. some           B. a                C. one              D. any

5.A. amazed         B. impressed        C. puzzled              D. ashamed

6. A. separated         B. different        C. inconsistent         D. divided

7. A. hope              B. future           C. dream            D. ambition

8.A. break          B. rest             C. pause            D. stop

9. A. catcher           B. coach           C. batter               D. judge

10. A. began        B. lasted               C. restarted        D. moved

11.A. part              B. point            C. place            D. spot

12.A. drew          B. fixed            C. focused              D. took

13.A. in            B. for                  C. up                   D. out

14.A. encouraging   B. casual               C. demanding        D. wise

15.A. said              B. made             C. given            D. pointed

16.A. hopeless          B. useless              C. endless              D. helpless

17.A. on the right      B. on the left          C. before               D. behind

18. A. And              B. So                   C. Thus             D. Therefore

19.A. strength          B. arms             C. body             D. talent

20.A. supposed      B. pretended        C. imagined         D. expected

 

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