分析 本文属于记叙文阅读,作者通过这篇文章向我们介绍了一位美国作家和环境保护学家瑞秋•卡森,她写了一本著名的书《寂静的春天》,在这本书中她质疑工业公司的生产中没有考虑到污染对环境造成的影响,她的这本书最终影响了政府,使政府颁布对DDT的禁令.
解答 71.A 细节理解题,根据第一段Rachel's friend owned a protected area for birds.An airplane had flown over the area where the birds were kept and spread a powerful chemical called DDT.可知瑞秋的朋友有一个鸟类保护区,由此推知她的朋友很关心鸟类保护的问题,故选A.
72.B 推理判断题,根据第二段However,none would agree to publish anything about such a disputed (有争议的) subject.可知没有杂志同意出版有关DDT的有害影响的文章是因为他们害怕卷入到纠纷中,故选B.
73.C 细节理解题,根据第三段Miss Carson argued that this kind of pollution would result in ever-decreasing populations of birds and other wildlife.She said this would lead to the loss of the wonderful sounds of nature.The chemical poisoning of the environment,she said,would cause a silent spring.可知在《寂静的春天》这本书中卡森小姐质疑工业公司的生产中没有考虑到污染对环境造成的影响,认为这种污染会导致其他鸟类的减少,由此看出她对环境问题很焦虑,故选C.
74.B 细节理解题,根据第四段Industry spokesmen and other critics said the book was non-scientific and emotional.可知业内的代言人说这本书是不科学的,他们对这本书持批评的态度,故选B.
75.D 细节理解题,根据最后一段Rachel Carson did not live to see how her book influenced the government's decision to ban DDT.可知瑞秋的书对政府颁布DDT的禁令作出了很大贡献,故选D.
点评 考查学生的细节理解和推理判断能力.做细节理解题时一定要找到文章中的原句,和题干进行比较,再做出正确选择.在做推理判断题时不要以个人的主观想象代替文章的事实,要根据文章事实进行合乎逻辑的推理判断.
科目:高中英语 来源: 题型:阅读理解
查看答案和解析>>
科目:高中英语 来源:2017届天津市河北区高三总复习质量检测(二)英语试卷(解析版) 题型:单项填空
--- Could you tell me the _______ of making such tasty cakes?
--- Well, I just follow the directions in the cookbook.
A. feature
B. plan
C. cost
D. trick
查看答案和解析>>
科目:高中英语 来源:2017届湖南省衡阳市高三实验班第一次模拟考试英语试卷(解析版) 题型:阅读理解
You’ve probably heard such reports. The number of college students majoring in the humanities (人文学科) is decreasing quickly. The news has caused a flood of high-minded essays criticizing the development as a symbol of American decline.
The bright side is this: The destruction of the humanities by the humanities is, finally, coming to an end. No more will literature, as part of an academic curriculum, put out the light of literature. No longer will the reading of, say, “King Lear” or D.H. Lawrence’s “Women in Love” result in the annoying stuff of multiple-choice quizzes, exam essays and homework assignments.
The discouraging fact is that for every college professor who made Shakespeare or Lawrence come alive for the lucky few, there were countless others who made the reading of literary masterpieces seem like two hours in the dentist’s chair.
The remarkably insignificant fact that, a half-century ago, 14% of the undergraduate population majored in the humanities (mostly in literature, but also in art, philosophy, history, classics and religion) as opposed to 7% today has given rise to serious reflections on the nature and purpose of an education in the liberal arts.
Such reflections always come to the same conclusion: We are told that the lack of a formal education, mostly in literature, leads to numerous harmful personal conditions, such as the inability to think critically, to write clearly, to be curious about other people and places, to engage with great literature after graduation, to recognize truth, beauty and goodness.
These serious anxieties are grand, admirably virtuous and virtuously admirable. They are also a mere fantasy.
The college teaching of literature is a relatively recent phenomenon. Literature did not even become part of the university curriculum until the end of the 19th century. Before that, what came to be called the humanities consisted of learning Greek and Latin, while the Bible was studied in church as the necessary other half of a full education. No one ever thought of teaching novels, stories, poems or plays in a formal course of study. They were part of the leisure of everyday life.
It was only after World War II that the study of literature as a type of wisdom, relevant to actual, contemporary life, put down widespread institutional roots. Soldiers returning home in 1945 longed to make sense of their lives after what they had witnessed and survived. The abundant economy afforded them the opportunity and the time to do so. Majoring in English hit its peak, yet it was this very popularity of literature in the university that spelled its doom, as the academicization of literary art was accelerated.
Literature changed my life long before I began to study it in college. Books took me far from myself into experiences that had nothing to do with my life, yet spoke to my life. But once in the college classroom, this precious, alternate life inside me got thrown back into that dimension of my existence that bored me. Homer, Chekhov and Yeats were reduced to right and wrong answers, clear-cut themes and clever interpretations. If there is anything to worry about, it should be the disappearance of what used to be an important part of every high-school education: the literature survey course, where books were not academically taught but thoroughly introduced—an experience unaffected by stupid commentary and useless testing.
The literary classics are places of quiet, useless stillness in a world that despises (鄙视) any activity that is not profitable or productive. Literature is too sacred to be taught. It needs only to be read.
Soon, if all goes well and literature at last disappears from the undergraduate curriculum—my fingers are crossed—increasing numbers of people will be able to say that reading the literary masterworks of the past outside the college classroom, simply in the course of living, was, in fact, their college classroom.
1.The author mentions “two hours in the dentist’s chair” in Paragraph 3 to indicate that _______.
A. the average literature class in college is two hours long
B. reading literary works is made unbearable by professors
C. it actually does not take long to read the classics of literature
D. college students don’t spend much time on literary masterworks
2.The sharp drop in the number of majors in the humanities _______.
A. has given rise to quite a shock in the intellectual world
B. promises the remarkable destruction of the humanities
C. shows more people read literature outside the classroom
D. has caused the author to reflect on the nature of literary creation
3.Which of the following opinions may the author hold?
A. The disappearance of literature should be strongly applauded.
B. Literature teaching can improve our critical thinking ability.
C. Reading literature doesn’t require specialized knowledge and skills.
D. Literature should be taught through analyzing different writing styles.
4.What is the author’s purpose in writing the passage?
A. To urge college students to read more literary classics.
B. To introduce the present situation of literature teaching.
C. To voice his opinion on the shrinkage of literature teaching.
D. To show his serious concern for college literature teaching.
查看答案和解析>>
科目:高中英语 来源: 题型:完形填空
21.A.Take | B.Buy | C.Order | D.Smell |
22.A.month | B.week | C.day | D.year |
23.A.stood | B.sat | C.gathered | D.looked |
24.A.but | B.so | C.since | D.because |
25.A.hearing | B.thanking | C.thinking | D.looking |
26.A.play | B.laugh | C.quarrel | D.speak |
27.A.crying | B.standing | C.quarreling | D.singing |
28.A.best | B.oldest | C.largest | D.smallest |
29.A.kissed | B.took | C.seized | D.waved |
30.A.hungry | B.angry | C.eager | D.rude |
31.A.size | B.number | C.length | D.amount |
32.A.letter | B.bread | C.basket | D.bag |
33.A.surprised | B.pleased | C.terrified | D.excited |
34.A.policeman | B.teacher | C.gentleman | D.child |
35.A.by accident | B.by heart | C.by hand | D.by itself |
36.A.letter | B.apology | C.money | D.message |
37.A.luck | B.use | C.good | D.mistake |
38.A.test | B.reward | C.thank | D.attract |
39.A.careful | B.grateful | C.beautiful | D.enthusiastic |
40.A.loaf | B.basket | C.world | D.money |
查看答案和解析>>
科目:高中英语 来源: 题型:填空题
查看答案和解析>>
科目:高中英语 来源: 题型:填空题
查看答案和解析>>
科目:高中英语 来源: 题型:选择题
A. | ambition | B. | appetite | C. | motivation | D. | privilege |
查看答案和解析>>
科目:高中英语 来源: 题型:选择题
A. | development | B. | movement | C. | discouragement | D. | improvement |
查看答案和解析>>
湖北省互联网违法和不良信息举报平台 | 网上有害信息举报专区 | 电信诈骗举报专区 | 涉历史虚无主义有害信息举报专区 | 涉企侵权举报专区
违法和不良信息举报电话:027-86699610 举报邮箱:58377363@163.com