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20秋《阅读(IV)》作业3

阅读:12 更新时间:2020-11-06 09:33:21

20秋《阅读(IV)》作业3


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1.We're late. I expect the film ____ by the time we get to the cinema.
A.had already started
B.have alreay started
C.will already have started
D.have already been started
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2.____ was not the way the event happened.
A.Which the press reported
B.That the press reported
C.What did the press report
D.What the press reported
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3.The story was said to have been based on the information from a reliable ____.
A.source
B.foundation
C.origin
D.basis
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4.Also serving to produce a distinctive usage was the practice of distinguishing a son from a father by the use of Junior. This typically American practice began in the middle of the eighteenth century when most gentlemen had some knowledge of Latin and were familiar with the use of the term Junior, translated often into English as "the younger," as applied to such Latin worthies as Cato and Pliny. The practice was so well established by 1776 that three signers of the Declaration added the Jr. Agai. British custom has been different; the second of a pair of great statesmen is known as William Pitt, the younger. Still another important movement beginning around 1750 was the rise of the name Charles. Earlier, Charles is hardly found at all in New England, and is rare in the other colonies. After that its growth was not only steady but even spectacular. By 1850 it had become one of the commonest names, and it has remained close to the top since that time. Its curious nickname, Chuck, is typically American. Almost at an equal pace with the rise of Charles, the use of Biblical names, even in New England, began to fall off. Ebenezer, and even Samuel and Benjamin, came to have about them an old-fashioned aura. The facts are clear enough; the causes remain obscure. Immigration probably had little to do with such changes. English influence, at the ideal level, may have helped the growth of Charles. During these same decades the name was increasing in popularity there, where Sir Charles Grandison was a much read novel and Bonie Prince Charlie had given the name a renewed vogue among those who still held sentimentally to the Stuarts. But most of the other new developments seem to be wholly native and even to run counter to British practice. Question:The use of name of Charles ________.
A.was popular before the middle of the eighteenth century
B.began to be noticeable in New England in the early eighteenth century
C.was spectacularly popular by the middle of the nineteenth century
D.is less popular now than before
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5.Smith is to study medicine as soon as he ____ military service.
A.will finish
B.has finished
C.finishes
D.would finish
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6.It is not easy ____ the answer to the difficult math problem.
A.to figure out
B.figuring out
C.figure out
D.being figured out
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7.His carelessness ____ her failure in the exams.
A.resulted from
B.resulted
C.resulted in
D.resulted to
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8.You might have ____the accident if you had had your headlights on.
A.missed
B.avoided
C.escaped
D.dismissed
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9.You ____ able to speak English so well if you hadn't been practising hard.
A.are not
B.can not be
C.wouldn't be
D.would have been
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10.If the sun ____ in the west, I would follow you.
A.were to rise
B.was to rise
C.had risen
D.would rise
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11.To create a supercell, take a storm where wind speed increases with height, while wind direction veers; a situation in which updraughts and downdraughts within the thunderstorm can support each other's existence rather than cancel each other out. It is as winds blow into this turbulent region from three to five kilometers up that a low-pressure section of the storm may begin to rotate. The rotation of this part of the storm (known as a mesocyclone) causes the air pressure to fall some more, prompting wind lower down to flow into the storm and speed up upwards. This creates a spinning updraught which high-level winds in the storm can boost in the same way that wind blowing across the top of a chimney does wonders for drawing up an open fire. You're not yet looking at a tornado, though if you're watching this particular storm develop you might start looking for a getaway car —especially if the storm begins to change shape. When mid-to upper-level winds upwind of the storm encounter the supercell, some are forced to detour round it. They converge again downwind, moulding the storm clouds into an ominous anvil-shape in the process. But while some wind goes round the mesocyclone, some runs full square into this meteorological brick wall and is forced downward, creating a "rear flank downdraught" (RFD) which many experts believe is what makes or breaks a tornadic storm. It's when an RFD tries to swing around the base of the storm, narrowing the area of wind flowing into the updraught and increasing its spin (in the same way figure skaters when their arms are pulled in) that you might want to get into your getaway car. If you're anywhere beneath whirling piece of meteorological give and take—a funnel cloud—you are in a bad, dangerous place known to stormchasers as "the bear cage". It's where, if the funnel cloud sticks around long enough for the updraught to touchdown on terra firma, you will find yourself on the inside of a tornado. Question:When the storm rotates, ________.
A.air pressure will go on increasing
B.it starts from the low-pressure section
C.wind will join the storm in setting an open fire
D.an updraught will be replaced by a downdraught
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12.Americans are pound of their variety and individuality, yet they love and respect few things more than a uniform, whether it is the uniform of an elevator operator or the uniform of a five-star general. Why are uniforms so popular in the United States? Among the arguments for uniforms, one of the first is that in the eyes of most people they look more professional than civilian(百姓的)clothes. People have become conditioned to expect superior quality from a man who wears a uniform. the television repairman who wears uniform tends to inspire more trust than one who appears in civilian clothes. Faith in the skill of a garage mechanic is increased by a uniform. What easier way is there for a nurse, a policeman, a barber, or a waiter to lose professional identity(身份)than to step out of uniform? Uniforms also have many practical benefits. They save on other clothes. They save on laundry bills. They are tax-deductible(可减税的). They are often more comfortable and more durable than civilian clothes. Primary among the arguments against uniforms is their lack of variety and the consequent loss of individuality experienced by people who must wear them. Though there are many types of uniforms, the wearer of any particular type is generally stuck with it, without change, until retirement. When people look alike, they tend to think, speak, and act similarly, on the job at least. Uniforms also give rise to some practical problems. Though they are long-lasting, often their initial expense is greater than the cost of civilian clothes. Some uniforms are also expensive to maintain, requiring professional dry cleaning rather than the home laundering possible with many types of civilian clothes. Question:The best title for this passage would be ____.
A.Uniforms and Society
B.The Importance of Wearing a Uniform
C.Practical Benefits of Wearing a Uniform
D.Advantages and Disadvantages of Uniforms
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13.The notice was written in several languages ____ foreign tourists should misunderstand it.
A.so that
B.lest
C.if
D.otherwise
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14.After this first burst of creative energy, the Americans went along, North and South, for about a century with little change in their naming-habits. Biblical names continued to give color in New England, but elsewhere it was particularly true with women's names, in the middle and southern colonies, and the excessive use of Elizabeth, Ann, Mary, and Sarah was only saved by the also liberal use of variations such as Betsy, Sally, Nanny, Nancy, and Molly. The great German immigration of the early eighteenth century had some influence. Johann, often shortened to Hans, was by far the commonest name among these Germans, with Jocob and Heinrich following. Except where people continued to talk German, these names were rapidly Anglicized, and so increased the popularity of John, Jocob, and Henry. The Scotch-Irish immigration also exerted an influence by building up the already popular James, and adding Alexander and Archibald. About 1740 the use of middle names began to grow. Probably the Germans had some influence here, for they generally, even as immigrants, bore two given names, of which the first was usually Johann. Another strong influence was family pride, which led to the desire to preserve the mother's family name. Purely practical, as the towns grew larger, was the need to distinguish a man more clearly from others bearing the same names. Once started, the custom grew steadily to popularity until by 1850 the man without a middle name was in a small minority, as he has since remained. The use of the middle name soon produced another typical American habit. Since the full signature of three names was too long for practical purposes, men began to use merely the middle initial, and eventually the typical American was John Q. Public. In England, on the other hand, such a form is not used. An Englishman has to be J. Q. Public, J. Qincy Public, or John Quicy Public. Question:Which of the following names was preferred by the Scotch-Irish immigrants at first?
A.Alexander
B.Archibald
C.James
D.Anglicize
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15.But for water, people ____ not live on the earth.
A.can
B.will be able to
C.make
D.could
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16.Young people should have the right to control and direct their own learning, that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time. No human right, except the right to life itself, is more fundamental than this. A person's freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us. This right of each of us to control our own learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and beyond that, could do whatever might seem necessary (which now includes dosing them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for about six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal. With this requirement we created an industry, an army of people whose whole work was to tell young people what they had to learn and to try to make them learn it. Some of these people, wanting to exercise even more power over others, or to be even more "helpful," are now beginning to say, "If compulsory education is good for children, why wouldn't it be good for everyone? If it is a good thing, how can there be too much of it?" They are beginning to talk, as one man did on a nationwide TV show, about "womb-to-tomb" schooling. If hours of homework every night are good for the young, why wouldn't they be good for us all—they would keep us away from the TV set and other frivolous pursuits. Some group of experts, somewhere, would be glad to decide what we all ought to know and then very so often check up on us to make sure we knew it—with, of course, appropriate penalties if we did not. Question:The phrase "womb-to-tomb" schooling probably means that _______.
A.learning is from young to old
B.learning is disastrous
C.learning is unnecessary
D.learning is not always helpful
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17.The old people often raise ____ for the sake of companionship.
A.pets
B.pipes
C.pills
D.pies
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18.If the wounded soldier had been given first ____, he would not have died.
A.help
B.aid
C.care
D.attention
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19.In an Indianapolis neighborhood where some teenage girls flaunt pregnancies like new hairdos, Aisha Fields is unabashedly square: She plans to abstain from sex until she marries. "Most of my friends already have babies," says Aisha, a high school junior and abstinence mentor. "Being pregnant is a fashion. Girls go around bragging:‘I'm three months (pregnant).' They think it's cool." With 1 million US teens becoming pregnant every year, and 13 percent of all American babies born to teens, Aisha's "just-say-no" attitude is a policymaker's dream come true. Federal and state officials are banking on such an attitude as they launch a new campaign to shrink the ranks of unwed teenage moms. On Oct. 1, the government will begin dispensing some of the nearly $850 million earmarked under the welfare—reform law over five years for teaching abstinence and preventing out-of-wedlock births. But experts say there is no research to suggest that abstinence—only education will succeed. In contrast, more comprehensive programs that cover contraception, family planning, and communication skills can help delay sexual involvement by teens, according to a study by the National Campaign to Prevent Pregnancy in Washington. "It seems foolish to be tossing away all this money without knowing whether it will work," says Lisa Kaeser, a senior associate at the Alan Guttmacher Institute, a Washington-based nonprofit group that researches reproductive health. But experts agree the latest campaign against teen pregnancy marks a big improvement over older policies in one fundamental respect: It emphasizes prevention. Question:According to the passage, when teenage girls get pregnant, they feel ________.
A.proud
B.abashed
C.sad
D.puzzled
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20.Now the committee ____ seven members.
A.consist of
B.is consisting of
C.is consisted of
D.consists of
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21.It is no use ____.
A.to buy books and not to read them
B.buying books and not to read them
C.buying books and not reading them
D.to buy books and not reading them
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22.Soon he got ____ his difficulties and succeeded.
A.across
B.away
C.over
D.through
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23.In an Indianapolis neighborhood where some teenage girls flaunt pregnancies like new hairdos, Aisha Fields is unabashedly square: She plans to abstain from sex until she marries. "Most of my friends already have babies," says Aisha, a high school junior and abstinence mentor. "Being pregnant is a fashion. Girls go around bragging:‘I'm three months (pregnant).' They think it's cool." With 1 million US teens becoming pregnant every year, and 13 percent of all American babies born to teens, Aisha's "just-say-no" attitude is a policymaker's dream come true. Federal and state officials are banking on such an attitude as they launch a new campaign to shrink the ranks of unwed teenage moms. On Oct. 1, the government will begin dispensing some of the nearly $850 million earmarked under the welfare—reform law over five years for teaching abstinence and preventing out-of-wedlock births. But experts say there is no research to suggest that abstinence—only education will succeed. In contrast, more comprehensive programs that cover contraception, family planning, and communication skills can help delay sexual involvement by teens, according to a study by the National Campaign to Prevent Pregnancy in Washington. "It seems foolish to be tossing away all this money without knowing whether it will work," says Lisa Kaeser, a senior associate at the Alan Guttmacher Institute, a Washington-based nonprofit group that researches reproductive health. But experts agree the latest campaign against teen pregnancy marks a big improvement over older policies in one fundamental respect: It emphasizes prevention. Question:The passage discusses ____________.
A.teen pregnancy
B.latest efforts to prevent teen pregnancy
C.differences in opinions towards teen pregnancy
D.money needed to help teenagers
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24.I would ask George to lend us the money if I ____ him.
A.had known
B.have known
C.knew
D.know
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25.Move up a little, I haven't any ____ to sit.
A.area
B.room
C.place
D.space
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