In the eighteenth century one of the first modern economists, Adam Smith, thought that “ the whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the “new rich.”
They often sent their sons and daughters to special schools to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white-collar” occupation, carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
1.What criterion did Adam Smith seem to go by in his classification of social groups?
A. The amount of wealth B. The amount of money
C. The social status D. The way of getting money
2.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A. Officials and employees. B. Peasants and farmers.
C. Doctors and teachers. D. Tradesmen and landlords.
3.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A. They were still the upper class people.
B. They were owners of large factories.
C. They were intelligent industrialists.
D. They were skilled workers who made their fortune.
4.According to the passage, what did those people do who intended to make their children move up in the social ladder?
A. They saved a lot of money for their children to receive higher education.
B. They tried to find marriage partners from the children of the upper class.
C. They made greater fortunes by their wits.
D. They worked even harder to acquire social training.
5. In the twentieth century class differences have been partly smoothed out by ____.
A. increased income and decreased taxation
B. taxation, social services and educational opportunities
C. education, the increase of income and industrial development
D. the decrease of the upper class population
高二英语阅读理解中等难度题
In the eighteenth century one of the first modern economists, Adam Smith, thought that “ the whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the “new rich.”
They often sent their sons and daughters to special schools to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white-collar” occupation, carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
1.What criterion did Adam Smith seem to go by in his classification of social groups?
A. The amount of wealth B. The amount of money
C. The social status D. The way of getting money
2.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A. Officials and employees. B. Peasants and farmers.
C. Doctors and teachers. D. Tradesmen and landlords.
3.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A. They were still the upper class people.
B. They were owners of large factories.
C. They were intelligent industrialists.
D. They were skilled workers who made their fortune.
4.According to the passage, what did those people do who intended to make their children move up in the social ladder?
A. They saved a lot of money for their children to receive higher education.
B. They tried to find marriage partners from the children of the upper class.
C. They made greater fortunes by their wits.
D. They worked even harder to acquire social training.
5. In the twentieth century class differences have been partly smoothed out by ____.
A. increased income and decreased taxation
B. taxation, social services and educational opportunities
C. education, the increase of income and industrial development
D. the decrease of the upper class population
高二英语阅读理解中等难度题查看答案及解析
In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”
They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
1.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A.Officials and employees. B.Peasants and farmers.
C.Doctors and teachers. D.Tradesmen and landlords.
2.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A.They were still the upper class people.
B.They were owners of large factories.
C.They were intelligent industrialists.
D.They were skilled workers who made their fortune.
3.According to the passage, what did those people do who intended to make their children move up in the social ladder?
A.They saved a lot of money for their children to receive higher education.
B.They tried to find marriage partners from the children of the upper class.
C.They made greater fortunes by their wits.
D.They worked even harder to acquire social training.
4.In the twentieth century class differences have been partly smoothed out by ____.
A.increased income and decreased taxation
B.taxation, social services and educational opportunities
C.education, the increase of income and industrial development
D.the decrease of the upper class population
高二英语阅读理解中等难度题查看答案及解析
In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”
They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
60.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A.Officials and employees. B.Peasants and farmers.
C.Doctors and teachers. D.Tradesmen and landlords.
61.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A.They were still the upper class people.
B.They were owners of large factories.
C.They were intelligent industrialists.
D.They were skilled workers who made their fortune.
62.According to the passage, what did those people do who intended to make their children move up in the social ladder?
A.They saved a lot of money for their children to receive higher education.
B.They tried to find marriage partners from the children of the upper class.
C.They made greater fortunes by their wits.
D.They worked even harder to acquire social training.
63.In the twentieth century class differences have been partly smoothed out by ____.
A.increased income and decreased taxation
B.taxation, social services and educational opportunities
C.education, the increase of income and industrial development
D.the decrease of the upper class population
C 61—65 DBC
高二英语阅读理解简单题查看答案及解析
It was only in the eighteenth century that people Europe began to think mountains were beautiful .___36___ that time, mountains were ___37__ by the people living on the plains,__38___ by the city people, to whom they were wild and ___39___ places in which one was easily ___40___ or killed by terrible animals.
Slowly ,however , many of the people who were living ___41__ in the towns began to grow tired of ___42___. They began to feel interested in looking for things that could not be explained , for sights and sounds which produce a feeling of fear and excitement .___43___in the __44___century, people began to turn away from the man-made __45___ to the untouched country, and particulary ___46___a place where it was dangerous and wild. High mountains began to be __47__ for a holiday.
Then , mountain-climbing began to grow popular as a sport. To some people ,there is something greatly __48__about getting to the _49___ of a hight mountain . Struggling against nature is finer than a battle __50____ other human beings. And then, when you are at the mountain top after a long and difficult__51__, what a _52____ reward it is to be able to look _53___on everything within__54___! At such time, you feel happier and prouder than you can ever feel down__55____.
1. A.After B.In C.At D.Before
2. A.hated B.liked C.feared D.observed
3. A.however B.further C.sometimes D.especially
4. A.exciting B.interesting C.dangerous D.alone
5. A.fallen down B.lost C.discovered D.caught
6. A.unhappily B.lonely C.comfortable D.easily
7. A.them B.it C.themselves D.that
8. A.Yet B.So C.However D.But
9. A.last B.recent C.eighteenth D.early
10. A.country B.houses C.town D.planet
11. A.to B.at C.in D.for
12. A.important B.right C.necessary D.popular
13. A.pleasant B.interested C.dangerous D.terrible
14. A.foot B.spot C.top D.tip
15. A.with B.to C.against D.between
16. A.fight B.climb C.walk D.running
17. A.surprising B.satisfactory C.disappointing D.worrying
18. A.behind B.up C.down D.around
19. A.miles B.minutes C.seeing D.sight
20. A.above B.below C.under D.away
高二英语完型填空中等难度题查看答案及解析
Lakshmi grew up in India in the first half of the twentieth century, seeing many people around her who did not get enough food, were often sick and died young.
In the 1960s, she was asked to help manage a program to improve nutrition in her country. At that time, most advice on nutrition came from North American and European countries. Nutritionists suggested foods that were common and worked well for people who lived in these nations.
For example, they told poor Indian women to eat more meat and eggs and drink more orange juice. But Lakshmi knew this advice was useless in a country such as India. People there didn't eat such foods. They weren't easy to find. And for the poor, such foods were too expensive.Lakshmi knew that for the program to work, it had to fit Indian culture. So she decided to adjust the nutrition program. She first found out what healthy middle class people in India ate. She took note of the nutrients (营养物)available in those foods. Then she looked for cheap, easy-to-find foods that would provide the same nutrients.
She created a balanced diet of locally grown fruits, vegetables, and grains. These foods were cheap and could be cooked with simple equipment. Her ideas were thought unusual in the 1960s. For example, she insisted that a diet without meat could provide all major nutrients. Now we know she was right. But it took her continuous efforts to get others to finally accept her diet about 50 years ago. Because of Lakshmi's program, Indian children almost doubled their food intake. And many children who would have been hungry and ill grew healthy and strong.
1.Why did Lakshmi think European nutritionists' advice was useless?
A. It worked well for European people.
B. It suggested too many foods for Indians.
C. It was not practical in India that time.
D. It included foods that didn't exist in India.
2.Lakshmi studied healthy middle class people's diet in order to .
A. find out nutrients in their food
B. learn about Indian culture
C. know about their eating habits
D. write a report on food nutrients
3.Lakshmi's balanced diet was considered unusual because people thought _________.
A. Athose foods were too cheap
B. it should include some meat
C. it provided all major nutrients
D. it enabled kids to grow healthy
4.What can we infer about Lakshmi?
A. She came from a rich family. B. She disliked middle class people.
C. She worked with European nutritionists. D. She was a determined scientist.
高二英语阅读理解困难题查看答案及解析
Perhaps the first novel to best express the modern idea of the self was Jane Eyre, written in 1847 by Charlotte Bronte.
Those who remember Jane Eyre solely as required reading in high-school English class likely recall most vividly a childhood banishment(流放) to a death-haunted room, a mysterious presence in the attic, and a cold mansion going up in flames. It’s more seemingly the stuff of Lifetime television, not revolutions. But as unbelievable as many of the events of the novel are, even today, Bronte’s biggest accomplishment wasn’t in plot devices. It was the narrative voice of Jane — who so openly expressed her desire for identity, definition and meaning — that rang powerfully true to its 19th-century audience. In fact, many early readers mistakenly believed Jane Eyre was a true account (in a clever marketing scheme, the novel was subtitled, “An Autobiography”),perhaps a validation of her character’s authenticity.
The way that novels paid attention to the particularities of human experience (rather than the universals of romances) made them the ideal vehicle to shape how readers understood the modern individual. The novel seemed perfectly designed to tell Bronte’s first-person narrative of a poor orphan girl searching for a secure identity—first among an unloving family, then a charity school, and finally with the wealthy but unattainable employer she loves. Unable to find her sense of self through others, Jane makes the surprising decision to turn inward.
The broader cultural implications of the story—its insistence on the value of conscience and will—were such that one critic worried some years after its publication that the “most alarming revolution of modern times has followed the invasion of Jane Eyre:' Before Rene Descartes's cogito ergo sum (“I think, therefore I am”),when the sources of authority were external and objective, the aspects of the self so central to today’s understanding mattered little then.
To be sure, no earlier novelist had provided a voice so seemingly pure, so fully belonging to the character, as Bronte, She developed her art alongside her sisters, the novelists Anne and Emily, but it was Charlotte whose work best captured the sense of the modern individual. Anne Bronte's novels Agnes Grey and The Tenant of Wildfell Hall contributed to the novers ability to offer social criticism, while the Romantic sensibilities of Emily Bronte's Wuthering Heights explored how the “other,” in the form of the dark, unpredictable Heathcliff,can threaten the integrity(完整) of the self.
One of the greatest testimonies(证明) to Bronte's accomplishment came from a modernist pioneer, Virginia Woolf, who declares, “Jane’s voice is the source of the power the book has to absorb the reader completely into her world.” Woolf explains how Bronte depicts: ...an overpowering personality, so that, as we say in real life, they have only to open the door to make themselves felt. There is in them some untamed ferocity perpetually at war with the accepted order of things which makes them desire to create instantly rather than to observe patiently.
It is exactly this willingness — desire, even — to be “at war with the accepted order of things” that characterizes the modern self. While we now take such a sense for granted, it was,as Bronte’s contemporaries rightly understood, radical (激进的) in her day.
“_______,’’ Jane says as she is dragged by her cruel aunt toward banishment in the bedroom where her late uncle died. This sentence, Joyce Carol Oates argues, serves as the theme of Jane’s whole story.
Charlotte Bronte created a new mold for the self—a person’s inner life can allow her to change from the inside out.
It is true Jane does right and exercises great moral strength.
1.Which of the following rang powerfully true to 19th-century audience?
A.The subtitle“An Autobiography". B.Jane' s real character.
C.The clever marketing scheme. D.Jane' s inner voice for herself
2.What can we infer from Paragraph 4?
A.The self started to be rooted in individuals 'hearts.
B.Jane Eyre gave rise to a cultural revolution comprehensively.
C.Jane Eyre changed people's viewpoints of their society.
D.The self failed to affect the course of an individual's life.
3.Why does the author mention Anna and Emily in Paragraph 5?
A.To argue how outstanding the sisters were.
B.To show how Charlotte was influenced by her sisters.
C.To prove how unique Charlotte's art of writing was.
D.To explain how the three sisters shaped English literature.
4.What does Virginia Woolf mean by"Jane' s voice is the source of the power the book has to absorb the reader completely into her world”?
A.Jane' s pursuit for individualism attracts readers.
B.Readers can express themselves through Jane.
C.Readers can find themselves in Jane' s voice.
D.Jane' s personality makes the book popular.
5.Which of the following can be put in the blank of the text?
A.I moved forward all the way B.I resisted all the way
C.I cried all the way D.I thought carefully all the way
6.What can we learn from the passage?
A.Readers recognized the modern individualism by nature of romance.
B.High-school students enjoy recalling what happens to Jane Eyre.
C.Jane Eyre is a reflection of its author Charlotte Bronte.
D.Jane Eyre' s publication changed the way people understood their internal world.
高二英语阅读理解困难题查看答案及解析
Born in London in 1825, Thomas Henry Huxley was one of the greatest men of the nineteenth century. In 1846 Thomas Henry Huxley was appointed assistant doctor aboard H. M.S. Rattlesnake. The ship had been asked to survey areas of the Great Barrier Reef and the neighboring seas. This gave Thomas Henry Huxley an opportunity to study animal life and was the start of his biological career. The voyage lasted four years, during which time he gathered much information on plankton (浮游生物).
On his return from the voyage, Thomas Henry Huxley was made a member of the Royal Society in recognition of his scientific work. Although he continued to publish papers about plankton, his interest was turning towards vertebrate (有脊椎的) animals. For some time Thomas Henry Huxley and his workmates had been discussing the possibility that animal species had evolved (进化), one from another. No satisfactory theories had been put forward, but in 1859 Darwin’s Origin of Species appeared. Thomas Henry Huxley at once realized its importance and how the theory of natural selection provided “the working hypothesis (假说) we sought”.
For the rest of his life Thomas Henry Huxley struggled to ensure the full recognition of Darwin's work. In 1863 Thomas Henry Huxley published Man’s Place in Nature in which he compared man and great apes (猿). He clearly showed similarities.
Despite his many achievements, he was given no award by the British state until late in his life. From about 1870, Thomas Henry Huxley was too involved in other things to continue actual research. He had always been interested in education. He pioneered the teaching of biology and his method of selecting “type animals” is still followed today. He spent the last ten years of his life writing essays mainly on biology.
1.Why did Huxley go on the voyage?
A.To explore the deep sea. B.To do research on sea animals.
C.To work as a doctor on the ship. D.To gather information for his paper.
2.How did Huxley react to the theory of natural selection?
A.He had doubt about it. B.He thought highly of it.
C.He couldn’t understand it. D.He thought he developed it first.
3.What do we know about Huxley's book Man’s Place in Nature?
A.It discusses the importance of human beings.
B.It focuses on Darwin’s theory of natural selection.
C.It talks about the differences between man and apes.
D.It provides evidence about the evolution of man from apes.
4.What can we learn about Huxley from the last paragraph?
A.He contributed a lot to biology teaching.
B.He continued his research till his death.
C.He became a good novelist late in his life.
D.He never got awards for his achievements.
高二英语阅读理解中等难度题查看答案及解析
Spain’s Literary Genius
Four centuries ago, the author of one of the greatest comedic characters in world literature took his last breath. Miguel de Cervantes (1547-1616), the author of Don Quixote, is to the Spanish what Shakespeare is to the English and Dante is to Italians — a national literary icon.
Cervantes’ book is still appreciated today, hundreds of years after its publication, because it’s a wonderfully truthful comedy. Don Quixote, like human beings generally, has great difficulty distinguishing reality from imagination. Readers may laugh at his strange behavior, but we laugh, we laugh with recognition.
The book records the adventures of Alonso Quijano, an older Spanish gentleman who loves romance novels. In truth, he reads far too many romances, and they have affected his mind. Quijano is so mixed up that he decides that he must become a knight himself. Imagine a comic book fan who decides to dress up as a superhero to fight crime, and I’ll get the picture.
Setting the scene
Alonso Quijano reinvents himself as “Don Quixote de La Mancha”, an aristocratic (贵族的) name that suits his ambition of being a knight. Next, since every knight needs a horse, he finds himself an old one named Rocinante. But Rocinante is not exactly cut out for lite as a knight’s horse. He’s tired from years of farm work. He’s unlikely to be of much help in any fight against an enemy.
The heroes in the romances Quijano reads all had a lady to love. They were highborn, like the knights themselves. Quijano chooses Aldonze Lorenzo, a farmer’s daughter, to be his beloved. She becomes “Dulcinea del Toboso”, or “the sweet woman of Toboso”. How does Aldonza feel about Quijano’s attentions? She doesn’t feel much at all, actually. Aldonza is yet another byproduct of Quijano’s imagination, like so many things.
Finding a sidekick
Now comes Cervantes’ second great creation: Sancho Panza. Once servant in Qiujano’s house, Panza is promoted to the role of squire (随从), because every self-respecting knight needs a squire. Panza has a sensible head on his shoulders, and he is a foil (衬托) to his foolish master.
The pair faces many adventures, but none are as heroic as a knight’s should be. We laugh, rather than cry, as we read. Quijano tries to act on behalf of justice, but he doesn’t often succeed.
Cervantes’ novel inspired a word that sums up Qiujano’s romantic nature: “quixotic”. In English we use the word to describe someone who is idealistic but foolish in pursuit of his ideals. It is a mark of Cervantes’ genius that he was able to identify this trait and personify it using such a great comedic character. We should appreciate him for it on this significant occasion.
1.On what occasion did the author write this review?
A.The 400th anniversary of the publication of Don Quixote.
B.An Italian Poet, Dante’s 800th birth anniversary.
C.An English genius, William Shakespeare’s 400th death anniversary.
D.Miguel de Cervantes’ 400th anniversary of his death.
2.Which role is Alonso Quijano most likely to identify with?
A.Miguel de Cervantes. B.Don Quixote de La Mancha.
C.Dulcinea del Toboso. D.Sancho Panza.
3.What can be inferred from the passage?
A.Don Quixote’s failure to distinguish reality from imagination amuses the readers.
B.Quijano manages to bring justice to the world by means of force.
C.Quijano is a Spanish aristocrat with great ambition.
D.Reading romance novel will make people behave in a foolish way.
4.According to the author, readers admire Cervantes and his masterpiece because ________
A.Cervantes is equal to Shakespeare and Dante as a national literary icon
B.Quijano’s adventure is romantic and heroic
C.Cervantes’ has a genius for personifying Quijano’s quixotic nature in a truthful comedy
D.Quijano’s vivid imagination has brought other minor characters to life.
高二英语阅读理解中等难度题查看答案及解析
Edmund Percival Hillary was one of the greatest explorers of the twentieth century. He was born in Auckland, New Zealand, in 1919. He discovered an interest in mountain climbing while he was still in high school and began climbing New Zealand's Southern Alps.
Like his father, Hillary earned his living as a beekeeper. However, he continued to climb mountains. His goal was to climb Mt. Everest, which is the highest mountain in the world. By the early 1950s, several expeditions(探险队)had attempted to reach the summit of Everest, but all had failed. Then, in 1953, Hillary and a Nepalese climber named Tenzing Norgay became the first two people to reach the top of the world.
Hillary's spirit of exploration was not satisfied. He joined an expedition to Antarctica and reached the South Pole in 1958. He also made an expedition up the Ganges River to its source in the Himalayas. Sir Edmund Hillary was a brave adventurer. He went where no man or woman had gone before.
Although Hillary was best known as the young man who climbed to the summit of Mt. Everest in the 1950s, he continued his journeys to far-off places into his senior years. For instance, in his mid-sixties Hillary flew to the North Pole with Neil Armstrong, the first man on the moon. Moreover, Hillary authored many books. However, his most lasting gift, perhaps, was the Sir Edmund Hillary Himalayan Trust(信托基金). It raised millions of dollars and contributed to schools, hospitals and many other public improvements in the Sherpa villages of Nepal. In January 2008, Sir Edmund Hillary died at the age of 88.
Despite being a great adventurer and known for the treasure he left Sir Edmund Hillary always modestly referred to himself as a simple beekeeper from New Zealand.
1.Hillary was interested in ________ when he was in high school.
A. mountain-climbing B. bee-keeping
C. money-raising D. story-writing
2.Hillary became well-known because ________.
A. he reached both the South Pole and the North Pole
B. he was the first to reach the top of Mt. Everest
C. he lived in places where no humans had gone
D. he made a lot of money as a beekeeper
3.We can learn from the passage that Hillary is ________.
A. outgoing and fearless
B. talented and honest
C. determined and caring
D. hardworking and careful
高二英语阅读理解中等难度题查看答案及解析
Salvador Dali (1904—1989) was one of the most popular of modern artists. The Pompidou Centre in Paris is showing its respect and admiration for the artist and his powerful personality with an exhibition bringing together over 200 paintings, sculptures, drawings and more. Among the works and masterworks on exhibition the visitor will find the best pieces, most importantly The Persistence of Memory. There is also L’Enigme sans Fin from 1938, works on paper, objects, and projects for stage and screen and selected parts from television programmes reflecting the artist’s showman qualities.
The visitor will enter the World of Dali through an egg and is met with the beginning, the world of birth. The exhibition follows a path of time and subject with the visitor exiting through the brain.
The exhibition shows how Dali draws the viewer between two infinities (无限). "From the infinity small to the infinity large, contraction and expansion coming in and out of focus: amazing Flemish accuracy and the showy Baroque of old painting that he used in his museum-theatre in Figueras," explains the Pompidou Centre.
The fine selection of the major works was done in close collaboration (合作) with the Museo Nacional Reina Sofia in Madrid, Spain, and with contributions from other institutions like the Salvador Dali Museum in St. Petersburg.
1.Which of the following best describe Dali according to Paragraph 1?
A. Optimistic. B. Productive.
C. Generous. D. Traditional.
2.What is Dali’s The Persistence of Memory considered to be?
A. One of his masterworks. B. A successful screen adaptation.
C. An artistic creation for the stage. D. One of the beat TV programmes.
3.How are the exhibits arranged at the World of Dali?
A. By popularity. B. By importance.
C. By size and shape. D. By time and subject.
4.What does the word "contributions" in the last paragraph refer to?
A. Artworks. B. Projects.
C. Donations. D. Documents.
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