Historically, ______ main material for making tables has been wood, but ______ metal and stone have also been used.

A. the; /　　　　 B. /; /　　　　　　 C. the; the　　　 D. /; the

 

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科目：高中英語(yǔ) 來(lái)源：重慶市萬(wàn)州區(qū)2010屆高三下學(xué)期第二次學(xué)業(yè)質(zhì)量調(diào)研抽測(cè)英語(yǔ)試卷 題型：閱讀理解

E

In 1789 the US. government passed a law which said that the land of the American Indians could never be taken from them without their agreement. One hundred years later, however, the Indians only had a very small part of the land that originally belonged to them. How did this great injustice occur?

After 1812 white settlers began to move west across North America. At first, the settlers and the Indians lived in peace. However, the number of settlers increased greatly every year, and slowly the Indians began to see the white settlers as a danger to their survival. To feed themselves, the settlers killed more and more wild animals. The Indians, who depended on these animals for food, had to struggle against starvation. The settlers also brought with them many diseases which were common in white society, but which were new for the Indians. Great numbers of Indians became sick and died. Between 1843 and 1854 the Indian population in one area of the country went down from 100,000 to 30,000.

More land was needed for the increasing number of white settlers. In Washington, the old respect for the rights of the Indians disappeared. The old promises to the Indians were broken; the government began to move groups of Indians from their original homelands to other poorer parts of the country. Some Indians reacted angrily and violently to this treatment. They began to attack white settlers, and the Indian war began. For 30 years, until the late 1880s, different groups of Indians fought against the injustices of the white man. They had a few famous successes, but the result of the struggle was never in doubt. There were too many white soldiers, and they were too powerful. Many Indians were killed; the survivors were moved from their homelands to different areas of the country. It was a terrible chapter in the history of a country that promised freedom and equality to everyone.

72．It can be inferred from the passage that______.

A．in the US there were many laws that provided to the rights of American Indians

B．the law which was passed in 1789 by the US government was not successfully carried out

C．in the 19th century no injustices were done against the Indians by the US government

D．the majority of white settlers were openly opposed to the law passed in 1789

73．According to the passage which of the following is true?

A．The Indians believed that killing too many wild animals had disturbed the balance of nature.

B．The government began to have a better understanding of the Indians in the 1850s.

C．Between 1843 and 1854 about 70,000 Indians were killed in the battle.

D．The whites carried serious diseases into where the Indians lived.

74．It is implied in the passage that______.

A．the Indians had many great successes in the Indians war

B．the Indians had no doubt that they would win the war

C．a(chǎn)fter the war the Indians stayed where they were before

D．the Indians were too weak to win the struggle

75．The last sentence of the passage______.

A．serves as the author's comment on the historical event described above

B．gives the reader the impression that injustice is everywhere in the US

C．makes a conclusion that such events talked above will never happen again

D．brings about the topic that how the US government will deal with the problem

 

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科目：高中英語(yǔ) 來(lái)源：江蘇省南京市2010屆高三考前訓(xùn)練題 題型：任務(wù)型閱讀

     An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

Deciding what you want to learn more about.
 

Selecting either a participant or a   __(9)  .
 

Making a list of possible interview questions.
 

  (10)  with general questions and save more sensitive ones for later.
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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科目：高中英語(yǔ) 來(lái)源：江蘇省2010屆高三考前適應(yīng)性考試英語(yǔ)試題 題型：任務(wù)型閱讀

 

 

第四部分：任務(wù)型閱讀（每小題1分，滿分10分）

    請(qǐng)認(rèn)真閱讀下列短文，并根據(jù)短文的內(nèi)容要點(diǎn)完成文章后的表格。注意：補(bǔ)全填空應(yīng)符合語(yǔ)法和搭配要求，每空只填一個(gè)單詞。請(qǐng)將答案寫(xiě)在答題紙上的相應(yīng)位置。

An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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科目：高中英語(yǔ) 來(lái)源：江蘇省2010屆高三下學(xué)期4月聯(lián)考 題型：閱讀理解

第三部分：閱讀理解（共15小題，每題2分，滿分30分）

閱讀下列短文，從短文后各題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

A

Many people have described television as a passive activity that is harmful to children’s

education. However，there are good and bad ways to watch television．Parents who are interested in using television as a learning tool can actually turn time in front of TV into an educational chance．

Probably the most familiar educational way to use television is to simply watch educational programs．In particular，this means selecting channels and programs specially designed for educational purposes．Along with traditional educational shows for children on public broadcasting channels，cable television now offers kids and adults a wide variety of educational programs，with everything from nature shows to historical events in different countries．

Captioning，such as “closed captioning” for hearing disabled viewers provides another way for parents to exploit（開(kāi)發(fā)） the educational possibilities of television．One study showed that children who watched captioned TV got great improvement in their vocabulary and oral reading ability．In addition，parents can make any show a learning class by watching television together with children．By actively joining children in the programs that they are watching，parents can help with the development of such skills as predicting  and summarizing．In order to develop predicting skills，parents and children could first refer to a program’s description in a viewing guide．After reading the program description and guessing what might happen in the program，parents and children could watch together to see which predictions were correct．And to practice summarizing，after watching a program，parents can turn off the TV and ask what the story was about．This kind of activity helps children develop thinking skills such as arranging events in an order and memorizing information．

Although there will still be plenty of times when children watch TV simply for passive enjoyment，parents can help make at least part of their children’s viewing time a more productive activity．Used intelligently by exploiting the learning chances available through various programs，television can play an instructive role in children’s education．

56．Which activity is NOT suggested in the passage?

A．Predicting and summarizing TV shows  B．Watching captions on TV．

C．Enjoying films about nature．              D．Watching shows for homework．

57．We can learn from the last paragraph that ______．

A．not every minute when a child watches television must be educational

B．children should not use television for passive enjoyment

C．some children prefer reading to watching television

D．television offers more learning chances than school

58．Which of the following questions is the major one discussed in the passage?

A．What makes television more interesting than books?

B．Why should schools put television into classrooms?

C．How can parents use television as a teaching tool?

D．Which program can actually make kids smarter?  

 

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科目：高中英語(yǔ) 來(lái)源：2010-2011學(xué)年湖北黃岡中學(xué)高三最后一次適應(yīng)性考試英語(yǔ)試題 題型：閱讀理解

There seems never to have been a civilization without toys, but when and how they developed is unknown. They probably came about just to give children something to do.

In the ancient world, as is today, most boys played with some kinds of toys and most girls with another. In societies where social roles are strictly determined, boys pattern their play after the activities of their fathers and girls after the tasks of their mothers.This is true because boys and girls are being prepared, even in play, to step into the roles and responsibilities of the adult world.

What is remarkable about the history of toys is not so much how they changed over the centuries but how much they have remained the same. The changes have been mostly in terms of skill, mechanics, and technology. It is the universality of toys with regard to their development in all parts of the world and their insistence to the present that is amazing. In Egypt, the US, China,Japan and among the Arctic peoples, generally the same kinds of toys appeared. Variations depended on local customs and ways of life because toys reflect their surroundings.Nearly every civilization had dolls, little weapons, toy soldiers, tiny animals and vehicles.

Because toys can be generally regarded as a kind of art form, they have not been affected by technological quick development that characterize inventions for adult use. The progress from the wheel to the ox-cart to the automobile is a direct line of ahievement. The progress from a rattle(撥浪鼓) used by a baby in 3000 BC to one used by a baby today, however, is not characterized by inventiveness. Each rattle is the product of the artistic tastes of times and subject to the limtations of available materials.

1.. The reason why the toys most boys play with are different from those that girls play with is that_________.

A．their social roles are strictly determined

B．most boys would like to follow their fathers’ professions

C．boys like to play with their fathers while girls with their mothers

D．they like challenging activities

2.. Which of the following is the author’s view on the historical development of toys？

A．The making skills in toys has remained essentially unchanged.

B．Toys have remained basically the same all through the centuries.

C．The toy industry has witnessed great improvement in technology in recent years.

D．Toys are playing an increasingly important role in shaping a child’s character.

3.. Regarded as a kind of art form, toys________.

A．follow a direct line of achievement

B．a(chǎn)lso appeal greatly to adults

C．a(chǎn)re not characterized by technological progress

D．reflect the pace of social progress

4.. The author uses the example of a rattle to show that________.

A．in toy-making there is a continuity in the use of materials

B．even the simplest toys can reflect the progress of technology

C．it often takes a long time to introduce new technology into toy-making

D．even a simple toy can mirror the artistic tastes of the time

 

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