更多"[不定项选择题]Passage 2
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[不定项选择题]Passage 2
For most American kids, it wouldn't be Halloween without trick-or-treating for candy;however, that wasn't always the case. When the custom of trick-or-treating started in the 1930s and early 1940s, children were given everything from homemade cookies and pieces of cake to fruit,nuts, coins and toys. In the 1950s, candy manufacturers began to get in on the act and promote their products for Halloween, and as trick-or-treating became more popular, candy was increasingly regarded as an affordable, convenient offering. It wasn't until the 1970s, though, that wrapped,factory-made candy was viewed as the only acceptable thing to hand out to all the little ghosts and goblins that showed up on people's doorsteps. A key reason for this was safety, as parents feared that real-life boogeymen might tamper with goodies that weren't store-bought and sealed.
Today, when it comes to Halloween candy, a number of the most popular brands are enduring classics. For example, the first Hershey's Milk Chocolate bar was produced in 1900 and Hershey's Kisses made their debut in 1907. Company founder Milton Hershey was a pioneer in the mass-production of milk chocolate and turned what previously had been a luxury item for the well-to-do into something affordable for average Americans. In the early 1900s, he also built an entire town, Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry Bumett Reese moved to Hershey, where he was a dairyman for the chocolate company and later worked at its factory.Inspired by Milton Hershey's success, Reese, who eventually had 16 children, began making candies in his basement. In the mid-1920s, he built a factory of his own and produced an assortment of candies, including peanut butter cups, which he invented in 1928 and made with Hershey's chocolate. During World War II, a shortage of ingredients led Reese to pull the plug on his other candies and focus on his most popular producter, peanut butter cups. In 1963, Hershey acquired the
H.B Reese Candy Company.
In 1923, a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar, which became a best-seller. In 1930, he introduced the Snickers bar, reportedly named for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank's son Forrest eventually joined the company, only to leave after a falling out with his father. Forrest Mars relocated to England, where he created the Mars bar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that World War II would produce a cocoa shortage, so he partnered with Bruce Murrie, son of a Hershey executive, in order to have access to a sufficient supply of ingredients; the candy's name stands for Mars and Murrie.
Another crowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in 1935as a Rowntree's Chocolate Crisp and in 1937 was rechristened the Kit Kat Chocolate Crisp. The name is said to be derived from a London literary and political group, the Kit-Cat (or Kit Kat) club,established in the late 17th century. The group's moniker is thought to be an abbreviation of the name of the man who owned the shop where the group originally gathered. Since 1988, the brand has been owned by Nestle, maker of another perennial trick-or-treat favorite, the Nestle Crunch bar,which debuted in the late 1930s.
How was the name “Kit Kat Chocolate Crisp” derived?
A. It was renamed by Nestle, another maker of the Halloween candies.
A.It was borrowed from the name of Rowntree's Chocolate Crisp.
B.C, It was named after a London literary and political group.
C.
D.It was abbreviated from the name of a shop owner.
[不定项选择题]The most suitable title for this passage would be__________．
A.How to Save Money on the House
B.How to Borrow Money from a Bank
C.How to Take a Mortgage
D.How to Buy a House
[不定项选择题]Passage 1
As regards social conventions,we must say a word about the well-known English class system.This is an embarrassing subject for English people,and one they tend to be ashamed of,though?during the present century class-consciousness has grown less and less,and the class system less?rigid.But it still exists below the surface.Broadly speaking,it means there are two classes,the"middle class"and the"working class".(We shall ignore for a moment the old"upper class",including the hereditary aristocracy,since it is extremely small in numbers;but some of its members?have the right to sit in the House of Lords,and some newspapers take surprising interest in their?private life.)The middle class consists chiefly of well-to-do businessmen and professional people of?all kinds.The working class consists chiefly of manual and unskilled workers.
The most obvious difference between them is in their accent.Middle-class people use slightly?varying kinds of"received pronunciation"which is the kind of English spoken by BBC announcers?and taught to overseas pupils.Typical working-class people speak in many different local accents?which are generally felt to be rather ugly and uneducated.One of the biggest barriers of social?equality in England is the two-class education system.To have been to a so-called"public school"immediately marks you out as one of the middle class.The middle classes tend to live a more formal?life than working-class people,and are usually more cultured.Their midday meal is"lunch"and?they have a rather formal evening meal called"dinner",whereas the working man′s dinner,if his?working hours permit,is at midday,and his smaller,late-evening meal is called supper.
As we have said,however,the class system is much less rigid than it was,and for a long time it?has been government policy to reduce class distinctions.Working-class students very commonly?receive a university education and enter the professions,and working-class incomes have grown so?much recently that the distinctions between the two classes are becoming less and less clear.However,regardless of one′s social status,certain standards of politeness are expected of?everybody,and a well-bred person is polite to everyone he meets,and treats a laborer with the same?respect he gives an important businessman.Servility inspires both embarrassment and dislike.Even?the word"sir",except in school and in certain occupations(e.g.commerce,the army,etc.)sounds?too servile to be commonly used.
Why isn′t the word"sir"commonly used in Britain?查看材料
A.Because it sounds too servile and is likely to cause embarrassment.
B.Because it can only be used in some certain occupations.
C.Because it is an impolite word.
D.Because it shows that the speaker is not well-bred person.
[不定项选择题]The passage is
A.Narration
B.Exposition
C.Criticism
D.Argumentation
[不定项选择题]阅读 Passage 1,完成小题.
Passage 1
Today'sadults grew up in schools designed to sort us into the various segments of oursocial and economic system. Theamount of time available to learn was fixed: one year per grade. The amount learnedby the end of that time was free to vary:?some of us learned a great deal; some, very little. As weadvanced through the grades, those who had learned a great deal in previousgrades continued to build on those foundations. Those who had failed to masterthe early prerequisites within the allotted time failed to learn that whichfollowed. After 12 or 13 years of cumulative treatment of this kind, we were,in effect, spread along an achievement continuumthat was ultimately reflected in each student's rank in class upon graduation.
?Fromthe very earliest grades, some students learned a great deal very quickly andconsistently scored high on assessments. The emotional effect of this was tohelp them to see themselves as capable learners, and so these students becameincreasingly confident in school. That confidence gave them the inner emotionalstrength to take the risk of striving for more success because they believed thatsuccess was within their reach. Driven forward by this optimism, these studentscontinued to try hard, and that effort continued to result in success for them.They became the academic and emotional winners. Notice that the trigger fortheir emotional strength and their learning success was their perception oftheir success on formal and informal assessments.
?Butthere were other students who didn’t fare so well. They scored very low ontests, beginning in the earliest grades. The emotional effect was to cause themto question their own capabilities as learners. They began to lose confidence,which, in turn, deprived them of the emotional reserves needed to continue totake risks. As their motivation warned, of course, their performance?plummeted.These students embarked on what they believed to be an irreversible slide towardinevitable failure and lost hope. Once again, the emotional trigger for theirdecision not to try was their perception of their performance on assessments.
?Consider the reality—indeed, the paradox of— the schools in whichwe were reared.?If some students worked hard and learneda lot, that was a positive result, and they would finish high in the rankorder. But if some students gave up in hopeless failure, that was an acceptableresult, too, because they would occupy places very low in the rank order. Theirachievement results fed into the implicit mission of schools: the greater thespread of achievement among students, the more it reinforced the rank order.This is why, if some students gave up and stopped trying (even dropped out of school),that was regarded as the student's problem, not the teacher's or the school's.
??Onceagain, please notice who is using test results to decide whether to strive forexcellence or give up in hopelessness. The "data-based decisionmakers" in this process are students themselves. Students are decidingwhether success is within or beyond reach, whether the learning is worth the requiredeffort, and so whether to try or not. The critical emotions underpinning thedecision making process include anxiety, fear of failure, uncertainty, andunwillingness to take risks-all triggered by students ' perceptions of theirown capabilities as reflected in assessment results.
?Some students responded to the demands of suchenvironments by working hard and learning a great deal. Others controlled theiranxiety by giving up and not caring. The result for them is exactly theopposite of the one society wants. Instead of leaving no child behind, thesepractices, in effect, drove down the achievement of at least as many studentsas they successfully elevated. And the evidence suggests that the downsidevictims are more frequently members of particular socioeconomic and ethnicminorities.
What has made students spread along an achievement continuum according to the passage?
A.The allotted time to learn.
B.Social and economic system.
C.The early prerequisites students mastered.
D.Performance on formal and informal assessments.
[不定项选择题]请阅读Passage 2，完成小题。
Passage 2
The subject of ballads,books and films, Robin Hood has proven to be one of popular culture's mostenduring folk heroes. Over the course of 700 years, the outlaw fromNottinghamshire who robs the rich to give to the poor has emerged as one of themost enduring folk heroes in popular culture-and one of the most versatile. Buthow has the legend of Sherwood Forest's merry outlaws evolved over time? Did areal Robin Hood inspire these classic tales?
Beginning in the 15thcentury and perhaps even earlier, Christian revelers in certain parts ofEngland celebrated May Day with plays and games involving a Robin Hood figurewith near-religious significance. In the 19th century, writer-illustrators likeHoward Pyle adapted the traditional tales for children, popularizing them inthe United States and around the world. More recently, bringing Robin to thesilver screen has become?a rite of passage?for directors ranging fromMichael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin'sexistence, writers, performers and filmmakers have probed their imaginationsfor new incarnations that resonate with their respective audiences. In14th-century England, where agrarian discontent had begun to chip away at thefeudal system, he appears as an anti-establishment rebel who murders governmentagents and wealthy landowners. Later variations from times of less socialupheaval dispense with the gore and cast Robin as a dispossessed aristocrat witha heart of gold and a love interest, Maid Marian.
Academics, meanwhile,have combed the historical record for evidence of a real Robin Hood. Englishlegal records suggest that, as early as the 13th century, “Robehod,” “Rabunhod”and other variations had become common epithets for criminals. But what hadinspired these nicknames: a fictional tale, an infamous bandit or an amalgam ofboth? The first literary references to Robin Hood appear in a series of 14th-and 15th-century ballads about a violent yeoman who lived in Sherwood Forestwith his men and frequently clashed with the Sheriff of Nottingham. Rather thana peasant, knight or fallen noble, as in later versions, the protagonist ofthese medieval stories is a commoner. Little John and Will Scarlet are part ofthis Robin’s “merry” crew-meaning, at the time, an outlaw's gang-but MaidMarian, Friar Tuck and Alan-a-Dale would not enter the legend until later,possibly as part of the May Day rituals.
While most contemporaryscholars have failed to turn up solid clues, medieval chroniclers took forgranted that a historical Robin Hood lived and breathed during the 12th or 13thcentury. The details of their accounts vary widely, however, placing him inconflicting regions and eras. Not until John Major's “History of Greater Britain” (1521), for example, is he depicted asa follower of King Richard, one of his defining characteristics in modem times.
?We may never know forsure whether Robin Hood ever existed outside the verses of ballads and pages ofbooks. And even if we did, fans, young and old, would still surely flock toEngland's Nottinghamshire region for a tour of the legend's alleged formerhangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What wedo know is that the notion of a brave rebel who lives on the outskirts ofsociety, fighting injustice and oppression with his band of companions, hasuniversal appeal-whether he's played by Erroll Flynn, Russell Crowe or even, ason a 1979 episode of “The Muppet Show,” Kermit the Frog.
Which of the following methods is used by the author in elaborating his points'
A.Quotation
B.Contrast and comparison.
C.Classification.
D.Rhetorical question
[不定项选择题]请阅读 Passage 2，完成小题。
Passage 2
Several research teams have found thatnewborns prefer their mothers' voices over those of other people. Now a team ofscientists has gone an intriguing step further: they have found that newbornscry in their native language. "We have provided evidence that languagebegins with the very first cry melodies," says Kathleen Wermke of theUniversity of Wurzburg, Germany, who led the research.
?"The dramatic finding of this study isthat not only are newborns capable of producing different cry melodies, butthey prefer to produce those melody patterns that are typical for the?ambientlanguage they have heard during their fetal life, within the lasttrimester," said Wermke. "Contrary to orthodox interpretations, thesedata support the importance of human infants' crying for seeding languagedevelopment."
???Ithad been thought that babies' cries are constrained by-their breathing patternsand respiratory apparatus, in which case a crying baby would sound like acrying baby no matter what the culture is, since babies are anatomically identical."The prevailing opinion used to be that newborns could not activelyinfluence their production of sound," says Wermke. This study refutes thatclaim: since babies cry in different languages, they must have somecontrol?? (presumably unconscious) overwhat they sound like rather than being constrained by the acoustical propertiesof their lungs, throat, mouth, and larynx. If respiration alone dictated what a crysounded like, all babies would cry with a falling-pitch pattern, since that'swhat happens as you run out of breath and air pressure on the throat'ssound-making machinery decreases. French babies apparently didn't get thatmemo. "German and French infants produce different types of cries, eventhough they share the same physiology," the scientists point out."The French newborns produce ‘nonphysiological' rising patterns," showingthat the sound of their cries is under their control.
????Although phonemes-speech sounds such as "ki" or"sh"-don't cross the abdominal barrier and reach the fetus, so-calledprosodic characteristics of speech do. These are the variations in pitch,rhythm, and intensity that characterize each language. Just as newbornsremember and prefer actual songs that they heard in utero, it seems, so theyremember and prefer both the sound of Mom’s voice and the melodic signature ofher language.
?The idea of the study wasn't to make the sound of a screaming baby more interestingto listeners-good luck with that-but to explore how babies acquire speech. Thatacquisition, it is now clear, begins months before birth, probably in the thirdtrimester: Newborns "not only have memorized the main intonation patternsof their respective surrounding language but are also able to reproduce thesepatterns in their own [sound] production," conclude the scientists. Newborns'"cries are already tuned toward their native language," giving them ahead start on sounding French or German (or, presumably, English or American orChinese or anything else: the scientists are collecting cries from morelanguages). This is likely part of the explanation for how babies developspoken language quickly and seemingly without effort. Sure, we may come into the world wired for language (thank you, Noam Chomsky), but we also benefitfrom the environmental exposure that tells us which language.
??Until this study, scientists thought that babies became capable of vocal imitation noearlier than 12 weeks of age. That's when infants listening to an adultspeaker producing vowels can parrot the sound. But that's the beginning of truespeech. It's sort of amazing that it took this long for scientists to realizethat if they want to see what sounds babies can perceive, remember, and playback, they should look at the sound babies produce best. So let the littleangel cry: she's practicing to acquire language.
What does Kathleen Wermke's research indicate?
A.Babies are unable to do vocal imitation.
B.Babies’ cries could be their early language acquisition.
C.Babies start speech acquisition months after their birth.
D.A crying baby is a crying baby no matter what the culture is.
[不定项选择题]The whole passage centers on
A.choosing a career according to what one is skilled in___________.
B.acquiring knowledge by working hard at school
C.finding one's strong and weak points
D.developing one's abilities useful in school work
