When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "'finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.
Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people including Maria's father believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father's approval. She finally did, with her mother's help, though for many years after, there was tension in the family. Maria's father continued to oppose her plans, while her mother helped her.
In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.
1.In those days, most Italian girls________.
A. went to classical schools
B. went to "finishing" schools
C. did not go to high school
D. went to technical schools
2.Maria's father probably________.
A. had very modern views about women
B. had very traditional views about women
C. had no opinion about women
D. thought women could not learn Latin
3.High school teachers in Italy in those days were________.
A. very modern B. very intelligent
C. quite scientific D. quite strict
4.We can infer from this passage that________.
A. girls usually attended private primary schools
B. only girls attended classical schools
C. girls did not like going to school
D. Maria was a girl of strong will
高三英语阅读理解中等难度题
When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "'finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.
Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people including Maria's father believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father's approval. She finally did, with her mother's help, though for many years after, there was tension in the family. Maria's father continued to oppose her plans, while her mother helped her.
In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.
1.In those days, most Italian girls________.
A. went to classical schools
B. went to "finishing" schools
C. did not go to high school
D. went to technical schools
2.Maria's father probably________.
A. had very modern views about women
B. had very traditional views about women
C. had no opinion about women
D. thought women could not learn Latin
3.High school teachers in Italy in those days were________.
A. very modern B. very intelligent
C. quite scientific D. quite strict
4.We can infer from this passage that________.
A. girls usually attended private primary schools
B. only girls attended classical schools
C. girls did not like going to school
D. Maria was a girl of strong will
高三英语阅读理解中等难度题查看答案及解析
When she realized I her, she quickly made a pose, smiling.
A.photographed B.had photographed
C.was photographing D.have photographed
高三英语单项填空简单题查看答案及解析
When Josephine Cooper was growing up,she learned the importance of charity from her parents.Although they made a modest living for their family of 10,they insisted on sharing with those less fortunate.
Half a century later,Mrs Cooper became a beloved volunteer at the San Diego Food Bank,where she devoted herself to helping others.She organized and ran a distribution center from a church,helping it become the organization’s largest emergency food distribution center in San Diego.She was one of 25 outstanding senior volunteers in the nation selected and invited to Washington D.C.to receive the award.
“She was the main person who helped us make that program grow,” said Mike Doody,former director of the Food Bank.“She had a way of getting people to work together and to work hard.She was determined and stubborn,but in a good way.She had a good heart.” People knew her as “Grandma” because of her selflessness and her devotion to helping hungry children and families.“She reminded people of their Grandma.” Doody said.
As a widow with a young child in 1979,Mrs.Cooper was helped through a difficult financial time when the Food Bank provided her with groceries.“She dedicated her life to giving back,” said her daughter,Monica Cooper.It wasn’t unusual for a local church to call Mrs Cooper to ask her to aid a needy family.“She would give people food out of her cupboard.Sometimes we would cook a meal for a family living out of their car,” Cooper said.
Although Mrs Cooper was honored to receive the national award for her volunteer work,she said being able to help others was her reward.She died of liver disease and kidney failure,aged 93.
1.The underlined word “charity” in Paragraph 1 refers to .
A.offering help B.donating money
C.providing services D.showing sympathy
2.Which of the following is true of Mrs Cooper?
A.She died at an early age.
B.She refused the national award.
C.She was kind and devoted.
D.She was not easy to get along with.
3.Mrs Cooper’s story suggests that .
A.everyone needs a Grandma nearby
B.children are what their parents are
C.a sound mind is in a sound body
D.a mother’s love never changes
高三英语阅读理解中等难度题查看答案及解析
When Katie Stagliano was 9 years old, she was given a class project to grow her first cabbage from just one seed. She took it home and planted it in her home garden. It didn’t even take her long to come up and begin to grow. But as friends came over, they pointed out that it was bigger than any of theirs. And it grew so much that the cabbage ended up weighing 40 pounds! Katie then decided that she could use this cabbage to do something nice for the community. So she took the huge cabbage to a local soup kitchen, where they used it, and cooked it with ham and rice. And because of her cabbage, 275 people were fed.
She began to realize that gardening and helping people is what she likes to do most. So, she decided to start her first garden on a plot of land donated by her school.
“I think if more kids get to experience gardening they would find out how cool it is and how many people can be fed if you donate your produce,” said Katie. Now, just 9 years later, Katie is 18 years old, and has set up her own business called “Katie’s Krops” with the help of her family friends.
But this doesn’t even come close to the other amazing part. She has raised over 200,000 dollars! And there are over 100 Katie’s Krops within 33 states in the United States. She loves gardening and loves inspiring other children to experience the joy of gardening as well. As of today, her first garden is still doing amazing and is even responsible for supplying over 3,000 pounds of produce donated to local charities. Her goal now? To get 500 gardens across all 50 states.
1.How did Katie deal with her first cabbage?
A. sharing it with her community.
B. Presenting it to the school kitchen.
C. Eating it with her family.
D. Giving it to her friends.
2.What inspired Katie to help others by gardening?
A. The support from her school.
B. The gardening and sharing experience.
C. The encouragement of community.
D. The admiration of her friends.
3.Why does Katie suggest more children learn to garden?
A. She thinks gardening is cool.
B. She needs more people to help her.
C. She hopes to earn more money.
D. She wants them to experience the joy.
4.What is the last paragraph mainly about?
A. The brief introduction of Katie’s Krops.
B. The amazing benefits of gardening.
C. Katie's achievement and future aim.
D. The joy of gardening and donation.
高三英语阅读理解简单题查看答案及解析
When Marilynne Robinson published her first novel, Housekeeping, in 1980, she was unknown in the literary world. But an early review in The New York Times ensured that the book would be noticed. “It’s as if, in writing it, she broke through the ordinary human condition with all its dissatisfactions, and achieved a kind of transfiguration(美化),” wrote Anatole Broyard, with an enthusiasm and amazement that was shared by many critics and readers. The book became a classic, and Robinson was recognized as one of the outstanding American writers of our time. Yet it would be more than twenty years before she wrote another novel.
During the period, Robinson devoted herself to writing nonfiction. Her essays and book reviews appeared in Harper’s and The New York Times Book Review, and in 1989 she published Mother Country: Britain, the Welfare State, and Nuclear Pollution, criticizing severely the environmental and public health dangers caused by the Sellafield nuclear reprocessing plant in England—and the political and moral corruption(腐败). In 1998, Robinson published a collection of her critical and theological writings, The Death of Adam: Essays on Modern Thought, which featured reassessments of such figures as Charles Darwin, John Calvin, and Friedrich Nietzsche. Aside from a single short story—“Connie Bronson,” published in The Paris Review in 1986—it wasn’t until 2004 that she returned to fiction with the novel Gilead, which won the National Book Critics Circle Award and the Pulitzer Prize. Her third novel, Home, came out this fall.
Her novels could be described as celebrations of the human—the characters in them are unforgettable creations. Housekeeping is the story of Ruth and her sister Lucille, who are cared for by their eccentric(古怪的)Aunt Sylvie after their mother commits suicide. Robinson writes a lot about how each of the three is changed by their new life together. Gilead is an even more close exploration of personality: the book centres on John Ames, a seventy-seven-year-old pastor(牧师) who is writing an account of his life and his family history to leave to his young son after he dies. Home borrows characters from Gilead but centers on Ames’s friend Reverend Robert Boughton and his troubled son Jack. Robinson returned to the same territory as Gilead because, she said, “after I write a novel or a story, I miss the characters—I feel like losing some close friends.”
1.Robinson’s second novel came out ____.
A. in 1980 B. in 1986 C. in 1998 D. in 2004
2.What is Paragraph 2 mainly about?
A. Robinson’s achievements in fiction.
B. Robinson’s achievements in nonfiction.
C. Robinson’s influence on the literary world.
D. Robinson’s contributions to the environment.
3.According to Paragraph 3, who is John Ames?
A. He is Robinson’s close friend.
B. He is a character in Gilead.
C. He is a figure in The Death of Adam.
D. He is a historian writing family stories.
4.From which section of a newspaper can you read this passage?
A. Career. B. Lifestyle. C. Music. D. Culture.
高三英语阅读理解中等难度题查看答案及解析
—She got her first science fiction published. It turned out to be________.
—When was that?
—It was in 2008________ she was still in college.
A.a success; when B.success; that C.success; when D.a success; that
高三英语单项填空中等难度题查看答案及解析
—She got her first science fiction published. It turned out to be________.
—When was that?
—It was in 2009 ________ she was still in college.
A.success; that | B.a success; when |
C.success; when | D.a success; that |
高三英语单项填空中等难度题查看答案及解析
—She got her first science fiction published.It turned out to be _________.
—when was that?
—It Was in 2008__________ she was still in college.
A.success; that | B.a success;when | C.success; when | D.a success; that |
高三英语单项填空简单题查看答案及解析
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the the Olympic Mountains to survey the Mount Anderson glacier. But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the university of Washionton Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental studies. She used the experiences of Native American tribes(部落), scientists and activists, and asked her 24 students to face the reality that there is no easy fix--that “this is such an intractable problem that they're going to be dealing with it for the rest of their lives.”
Student Cody Dillon used to be a climate science skeptic(怀疑论者), Then he did his own reading and research,and changed his mind.
Dillon wasn't going into environmental work- he was a computer-science major. Yet, the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration projects.
Six months into the work he decided that Atkinson’s class was just what he was looking for--a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes .
“We are already changing the planet--so many species are going to be lost, displaced or massively impacted, "she said, “The future isn't going to be what they imagined.”
1.Why did the author mention the case of Fawn Sharp?
A.To lay a basis for Fawn Sharp’s further research.
B.To prove Fawn Sharp's work is similar to Atkinson's.
C.To lead into the issue of loss caused by climate change.
D.To show scientists’ concern about the Mount Anderson glacier.
2.What's the main purpose of Atkinson’s class?
A.To explore how different people deal with climate change.
B.To get students more concemed about the environmental Issue.
C.To find solutions to the environmental issue of Olympic Mountains.
D.To teach students how to conduct research about environment.
3.Which of the following best explains "intractable" underlined in Paragraph Three?
A.Simple. B.Difficult.
C.Common. D.Interesting.
4.How did Atkinsons class influence Dillon?
A.It made him work as a part-time volunteer for restoration Projects.
B.It made him realize a planet-wide climate disaster would happen.
C.It encouraged him to be more involved in environmental protection.
D.It discouraged him from protecting the environment.
高三英语阅读理解简单题查看答案及解析
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the Olympic Mountains to survey the Mount Anderson glacier(冰川). But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the University of Washington Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental study. She used the experiences of Nalive American tribes (部落) , scientists and activists, and asked her 24 students to face the reality that there is no easy fix -- that "this is such an intractable problem that they're going to be dealing with it for the rest of their lives.”
Student Cody Dillon used to be a climate science skeptic (怀疑论者) . Then he did his own reading and research, and changed his mind.
Dillon wasn't going into environmental work--he was a computer-science major. Yet,the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration (恢复) projects.
Six months into the work, he decided that Alkinson's class was just what he was looking for - - a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes.
“We are already changing the planet - . so many species are going to be lost, displaced or massively impacted (巨大影响的) ,”she said. “The future isn't going to be what they imagined.”
1.Why did the author mention the case of Fawn Sharp?
A. To lay a basis for Fawn Sharp's further research.
B. To prove Fawn Sharp's work is similar to Atkinson's.
C. To lead into the issue of loss caused by climate change.
D. To show scientists' concern about the Mount Anderson glacier.
2.What's the main purpose of Atkinson's class?
A. To explore how different people deal with climate change.
B. To get students more concerned about environmental issue.
C. To find solutions to the Olympic Mountains environmental issue.
D. To teach students how to conduct a research about environment.
3.Which of the following best explains “intractable” underlined in Paragraph Three?
A. Simple. B. Difficult.
C. Common. D. Interesting.
4.How did Atkinson's class influence Dillon?
A. Dillon worked as a part-time volunteer for restoration projects.
B. It made him realize a planet-wide climate disaster would happen.
C. It encouraged him to be more involved in environmental protection.
D. It discouraged him to work on restoration projects for the environment.
高三英语阅读理解困难题查看答案及解析