英语阅读作业有答案

Passage 1

Everyone has heard of the San Andreas fault （断层）, which constantly threatens California and the West Coast with earthquakes. But how many people know about the equally serious New Madrid fault in Missouri?

Between December of 1811 and February of 1812, three major earthquakes occurred, all centered around the town of New Madrid, Missouri, on the Mississippi River. Property damage was severe. Buildings in the area were almost destroyed. Whole forests fell at once, and huge cracks opened in the ground, allowing smell of sulfur（硫磺）to filter upward.

The Mississippi River itself completely changed character, developing sudden rapids and whirlpools. Several times it changed its course, and once, according to some observers, it actually appeared to run backwards.Few people were killed in the New Marid earthquakes, probably simply because few people lived in the area in 1811; but the severity of the earthquakes are shown by the fact that the shock waves rang bells in church towers in Charleston, South Carolina, on the coast. Buildings shook in New York City, and clocks wer stopped in Washington, D.C. Scientists now know that America's two major faults are essentially different. The San Andreas is a horizontal boundary between two major land masses that are slowly moving in opposite directions. California earthquakes result when the movement of these two masses suddenly lurches （倾斜）forward.

The New Madrid fault, on the other hand, is a vertical fault; at some points, possibly hundreds of millions of years ago, rock was pushed up toward the surface, probably by volcanoes under the surface. Suddenly, the volcanoes cooled and the rock collapsed, leaving huge cracks. Even now, the rock continues to settle downwards, and sudden sinking motions trigger （触发）earthquakes in the region. The fault itself, a large crack in this layer of rock, with dozens of other cracks that split off from it, extends from northeastArkansas through Missouri and into southern lllinois.

Scientists who have studied the New Madrid fault say there have been numerous smaller quakes in the area since 1811; these smaller quakes indicate that larger ones are probably coming, but the scientists say have no method of predictingwhen a large earthquake will occur.

1. This passage is mainly about C.

A.the New Madrid fault in Missouri

B.the causes of faults

C.the San Andreas and the New Madrid faults

D.current scientific knowledge about fault

2. The New Madrid fault is A.

A.a vertical fault

B.a horizontal fault

C.a more serious fault than the San Andreas fault

D.responsible for forming the Mississippi River

3. We may conclude from the passage that C.

A.California will become an island in future

B.the New Madrid fault will eventually develop a mountain range in Missouri

C.it is probably as dangerous to live in Missouri as in California

D.A big earthquake will occur to California soon

4. This passage implies that B.

A.horizontal faults are more dangerous than vertical faults.

B.Vertical faults are more dangerous than horizontal faults

C.California will break into pieces by an eventual earthquake

D.Earthquakes occur only around fault areas

5. As used in the first sentence of the fourth paragraph, the word essentially means C.

A. greatly

B.basically

C.extremely

D.necessarily

Passage 2

In 1960-1961, Chad （乍得）harvested 9800 tons of cotton seed for the first time in its history, and put out the flag a little too soon. The efforts of the authorities to get the peasants back to work, as they had slacked off （松懈）a great deal the previous year during independence celebrations, largely contributed to it. Also, rains were well spaced, and continued through the whole month of October. If the 1961-1962 total is back to the region of 45000 tons, it is mostly because efforts slackened again and sowing was started too late.

The average date of sowing is about July 1st. If this date is simply moved up fifteen or twenty days, 30000 to 60000 tons of cotton are gained, depending on the year. The peasant in Chad sows his millet （小米）first, and it is hard to criticize this instinctive priority given to his daily bread. An essential reason for his lateness with sowing cotton is that at the time when he should leave to prepare the fields he has just barely sold the cotton of the previous season. The work required to sow, in great heat, is psychologically far more difficult if one's pockets are full of money. The date of cotton sales should therefore be moved forward as much as possible, and purchases of equipment and draught animals encouraged.

Peasants should also be encouraged to save money, to help them through the difficult period between harvests. If necessary they should be forced to do so, by

having the payments for cotton given to them in installments （分期付款）. The last payment would be made after proof that the peasant has planted before the deadline, the date being advanced to the end of June. Those who have done so would receive extra money whereas the last planters would not receive their last payment until later.

Only the first steps are hard, because once work has started the peasants continue willingly on their way. Educational campaigns among the peasants will play an essential role in this basic advance, early sowing, on which all the others depend. It is not a matter of controlling the peasants. Each peasant will remain master of his fields. One could, however, suggest the need for the time being of kind but firm rule, which, as long as it cannot be realized by the people, should at least be for the people.

A.the government greatly encouraged peasants

B.rains favored the growth of cotton

C.Both A）and B）

D.Chad gained independence in the previous year

7. We learn from the passage that the date of sowing cotton is usually B.

A. on June 15th

B. on July 1st

C. on July 15th

D.on July 20th

8. As used in the third sentence of the second paragraph,daily breadrefers to

C.

A.breakfast

B.bread and butter

https://www.360docs.net/doc/c54790566.html,let

D.rice

9. In order to help them through the difficult time between harvests the peasants have to A.

A.be encouraged to save money

B.sell cotton in advance

C.sow cotton in time

D.plant millet first

10. Which of the following is NOT true? C

https://www.360docs.net/doc/c54790566.html,cational campaigns are very important to early sowing.

B.Peasants should remain the masters of their fields.

C.Of all the advances that the writer hopes for, early sowing is the most important.

https://www.360docs.net/doc/c54790566.html,ernment might as well make good and firm rule for peasants.

Passage 3

For most people learning to drive, the driving test arises ahead as a major barrier. It is also a general source of conversation whenever drivers are gathered together. There are probably more tall stories about the driving test than about any other motoring subjects; the most remarkable thing about those stories is the number of times the old ones appear again, years after they were first heard, in new and exaggerated forms.

All driving examiners have had to pass a very strict selection process, followed by at least six weeks' training. In the course of this training the Department makes sure that their driving is of a consistently high standard.

Driving test centers are chosen with equal care. It would be nice to have centers and examiners town by town. But this is just not possible, because the centers have to be at places where there is enough parking space for candidates (考生) and where there are enough test routes. Routes are carefully chosen to make sure that they are all roughly comparable-the proportion of right and left turns, hills, pedestrian (行人) crossings and so on. The object of all this is to make sure, as far as possible, that all candidates in the driving test have to cope with the same sort of conditions whether they take the test in New York or California.

The work that examiners do in actually carrying out tests is checked continuously by supervising examiners. This is to make as sure as possible that every candidate for the driving test has a proper and equal chance of showing the examiner, in the words of the Regulations, "that he is competent to drive without danger to and with due consideration for other users of the road." This is all that the examiner is concerned with.

11. It can be learned from the passage that ___A____.

A. whenever people learning to drive get together, they often talk about the driving test

B. new and exaggerated stories about the test are always appearing

C. there are more tall stories about the driving test than any other subject

D. the same stories about the test reappear years later

12. According to the passage, driving examiners ___C____.

A. are trained for six weeks, then have a difficult selection interview

B. are given regular driving tests themselves by supervising examiners

C. sometimes have more than six weeks' training

D. are tested during the selection process to see if their driving is of a high standard

13. There isn't a test center in every town because ____D____.

A. some examiners can go to occasional centers from the permanent centers

B. routes and conditions have to be the same everywhere

C. there has to be enough parking space for the candidates and the examiners

D. not every town could provide enough test routes close to permanent centers

14. We can judge from this passage that ___D_____.

A. the detailed records are checked after each test by a supervising examiner

B. sometimes candidates are tested by a supervising examiner

C. it's true that some examiners never pass anyone on Thursday afternoons

D. examiners are only concerned with a candidate's ability to drive

15. It can be inferred from this passage that ____A____.

A. test routes have roughly the same conditions everywhere

B. candidate drivers pass the test

C. all candidates are treated equally by the examiners during the test

D. some test centers do not have enough parking space

Passage 4

We all listen to music according to our separate capacities. But, for the sake of analysis, the whole listening process may become clearer if we break it up into its component parts, so to speak. In a certain sense we all listen to music on three separate planes. For lack of a better terminology, one might name these: (1) the sensuous plane, (2) the expressive plane, (3) the sheerly musical plane.

The simplest way of listening to music is to listen for the sheer pleasure of the musical sound itself. That is the sensuous plane. It is the plane on which we hear music without thinking, without considering it in any way. One turns on the radio while doing something else and absent-mindedly bathes in the sound. A kind of brainless but attractive state of mind is engendered by the mere sound appeal of the music.

Yes, the sound appeal of music is a potent and primitive force. This appeal to every normal human being is self-evident. The sensuous plane is an important one in music, a very important one, but it does not constitute the whole story.

There is, however, such a thing as becoming more sensitive to the different kinds of sound stuff as used by various composers. For all composers do not use that sound stuff in the same way. Don’t get the idea that the value of music is commensurate with its sensuous appeal or that the loveliest sounding music is made by the greatest composer. If that were so, Ravel would be a greater creator than Beethoven. The point is that the sound element varies with each composer, that his usage of sound forms an integral part of his style and must be taken into account when listening. The listener can see, therefore, that a more conscious approach is valuable even on this primary plane of music listening.

The second plane on which music exists is what I have called the expressive one. My own belief is that all music has an expressive power, some more and some less, but that all music has a certain meaning behind the notes and that the meaning behind the notes constitutes, after all, what the piece is saying, what the piece is about. This whole problem can be stated quite simply by asking, “Is there a meaning to music?”My answer to that would be, “Yes.” And “Can you state in so many words what the meaning is?” My answer to that would be, “No.” Therein lies the difficulty.

Simple-minded souls will never be satisfied with the answer to the second of these questions. They always want music to have a meaning, and the more concrete it is the better they like it. The more the music reminds them of a train, a storm, a funeral, or any other familiar conception the more expressive it appears to be to them. This popular idea of music’s meaning, stimulated and abetted by the usual run of musical commentator, should be discouraged wherever and whenever it is met.

Music expresses, at different moments, serenity or exuberance, regret or triumph, fury or delight. It expresses each of these moods, and many others, in a numberless variety of subtle shadings and differences. It may even express a state of meaning for which there exists no adequate word in any language. In that case, musicians often like to say that it has only a purely musical meaning.

While listening, each listener feels for himself the specific expressive quality of a theme or, similarly, an entire piece of music. And if it is a great work of art, don’t expect it to mean exactly the same thing to you each time you return to it.

Themes or pieces need not express only one emotion, of course. Take such a theme as the first main one of the Ninth Symphony, for example. It is clearly made up of different elements. It does not say only one thing.

Now, perhaps, the reader will know better what I mean when I say that music does have an expressive meaning but that we cannot say in so many words what that meaning is.

The third plane on which music exists is the sheerly musical plane. Besides the pleasurable sound of music and the expressive feeling that it gives off, music does exist in terms of the notes themselves and of their manipulation. Most listeners are not sufficiently conscious of this third plane.

It is very important for all of us to become more alive to music on its sheerly musical plane. After all, an actual musical material is being used. The intelligent listener must be prepared to increase his awareness of the musical material and what happens to it. He must hear the melodies, the rhythms, the harmonies, the tone colors in a more conscious fashion. But above all he must, in order to follow the line of the composer’s thought, know something of the principles of musical form. Listening to all of these elements is listening on the sheerly musical plane.

I have split up mechanically the three hypothetical, separate planes on which we listen merely for the sake of greater clarity. Actually, we never listen on one or the other of the three planes. What we do is to correlate them--- listening in all three ways at the same time. It takes no mental effort, for we do it instinctively.

In a sense, the ideal listener is both inside and outside the music at the same moment, judging it and enjoying it, wishing it would go one way and watching it go another--- almost like the composer at the moment he composes it; because in order to write his music, the composer must also be inside and outside his music, carried away by it and yet coldly critical of it. A subjective attitude is implied in both creating and listening to music.

What the listener should strive for, then is a more active kind of listening. Whether you listen to Mozart or Duke Ellington, you can deepen your understanding of music only by being a more conscious and aware listener-- not someone who is just listening, but someone who is listening for something.

16. Which of the following statements may be advocated by the author of this passage?

C

A. The value of music is commensurate with its sensuous appeal.

B. Since there are three separate planes, every time we listen to music it takes us great

mental effort.

C. Music may even express a state of meaning for which there exists no adequate word in any language to pin it down.

D. Ravel is a greater creator than Beethoven.

17. What does the example of Ninth Symphony indicate? C

A. We listen on one or the other of the three planes.

B. We all listen to music according to our separate capacities.

C. Themes need not express only one emotion.

D. The sound appeal of music is a potent and primitive force.

18. On which plane do we hear music without thinking, without considering it in any way? D

A. The sheerly musical plane.

B. The emotional plane.

C. The expressive musical plane.

D. The sensuous plane.

19. What does the sheerly musical plane refer to? B

A. It refers to a kind of brainless but attractive state of mind is engendered by the mere sound appeal of the music.

B. It refers to the actual musical material being used, the melodies, the rhythms, the harmonies, the tone colors, the principles of musical form.

C. It refers to the specific expressive quality of a theme or, similarly, an entire piece of music.

D. All of the above.

20. Why is it important to be a more active listener? B

A. Because we never listen on one or the other of the three planes.

B. Because you can deepen your understanding of music.

C. Because the sound appeal of music is a potent and primitive force.

D. Because all composers do not use that sound stuff in the same way.

汉译英：

1.摘要

此项研究的目的是设计和检验一种鼓励并最终管理高中英语文学课学

生资助讨论的方法。学生不仅进行讨论而且还作为“当事人”对活动

进行评价。学生们参与了最初的研究目的和研究程序的确定，并运用

所用的研究方法进行了大量的讨论，此外还进行了可以和讨论前评价

作比较的讨论后评价。对学生的书面评论以及我自己的笔记和我对讨

论的反应进行简单的质性分析使我可以更明确地就讨论动力（the

dynamics of discussion）i 发表一些看法，同时也使我能够选择进一步

的研究方向。仅仅根据此项研究还不能得出一些明确的结论，但其中

的一些观点很富有启发性。

* 摘要

此项研究的目的是设计和检验一种鼓励并最终管理高中英语文学课学

生资助讨论的方法。学生不仅进行讨论而且还作为“当事人”对活动

进行评价。学生们参与了最初的研究目的和研究程序的确定，并运用所用的研究方法进行了大量的讨论，此外还进行了可以和讨论前评价作比较的讨论后评价。对学生的书面评论以及我自己的笔记和我对讨论的反应进行简单的质性分析使我可以更明确地就讨论动力

（the dynamics of discussion）发表一些看法，同时也使我能够选择进一步的研究方向。仅仅根据此项研究还不能得出一些明确的结论，但其中的一些观点很富有启发性。

Purpose of this study is to design and test a method to encourage and ultimately managed funded high school English Literature Course student discussion. Students can not only discuss but also as a "party" the activities of were evaluated. Students participated in the initial study to determine the aims and procedures, and the use of research methods used in a great deal of discussions, in addition to be carried out before the evaluation and discussion for after comparative evaluation of the discussion. Written commenting of students as well as my own notes and my reaction to discussion perform simple in the qualitative analysis allows me to be more explicit discussion momentum (the dynamics of discussion) express some views, but also to enable me to choose further study direction. Some just can not obtained definitive conclusions according this study, but some perspective is very enlightening.

The purpose of this study was to design and test a way of surport discussion of encouragement and mana gement of senior English literature student ultimately . Students are not only take part in discussion b ut also as a “party”to evaluate the activity. Th e students involved in determination of the initial research purpose and research program, using all of the research methods to discuss and compare discussio n evaluation with the before. With the analysis of written comments on students, my notes and my reacti on of discussion, I can more clearly express some v iews about the dynamics of discussion,besides, it mad e me choose the direction of further research. It d oes not draw some conclusions just based on this st udy, but there are some enlightening points.

The purpose of this study is to design and test a kind of encourage and management of high school English literature student financial assistance discussion method.Students not only to discuss and also evaluate the activity as "the parties".The students participated in the initial research aim and the determination of research programs, and using the research methods used for a lot of discussion, the outside also can and discussed the comparison before evaluation after the discussion of the evaluation.Written comments on the students and my notes and I response to discuss simple qualitative analysis that I can discuss more clearly the motivation, the dynamics of the discussion) I published some views, but also allows me to choose further study direction.Only according to the research still cannot some definite conclusions, but some of these ideas is very inspiring.