江苏省淮安中学高一英语天天练（第六周）.doc

1、周一When I was a little girl, every Sunday my family of six would put on our best clothes and go to Sunday School and then church . The _51_in elementary school would all meet together to sing songs , and then later divide into_52_ based on their ages.One Easter Sunday, all the kids _53_ with big eyes

2、 and big _54_about what the Easter Bunny had brought . _55_ all of the kids shared their stories with _56_, one young boy , whom I shall call Bobby, sat _57_ . One of the teachers , noticing this, said to him, “ And what did the Easter Bunny _58_you ?” He replied , “ My mom _59_ the door by accident

3、 so the Easter Bunny couldnt get _60_ because he hadnt got a key .” This sounded like a _61_idea to all of us kids, so we kept on going with the stories. My mom knew the true story, _62_ . Bobbys mom was a single parent , and she suspected that they just couldnt_63_the Easter Bunny.After Sunday Scho

4、ol was over, everyone went off to _64_. But my mom announced that we were going home _65_ . At home, she explained that to make Bobby feel _66_, we were going to pretend(假装) to be the Easter Bunny , make a basket of our candies for him and _67_ it at church . We all donated(捐赠)some to the basket, an

5、d _68_ back to church . There, mom hung the basket over the hanger(挂钩)and attached(附上) a(n)_69_:Dear Bobby ,Im sorry I _70_ your house last night . Happy Easter.Love The Easter Bunny51. A. teachers B. kids C. boys D. girls52. A. teams B. lines C. groups D. parts53. A. got B. started C. gathered D. a

6、rrived54. A. stories B. toys C. suggestionsD. ideas55. A. When B. Because C. While D. Since56. A. delight B. surprise C. pity D. sadness57. A. straight B. alone C. silently D. hopefully58. A. teach B. bring C. tell D. buy59. A. locked B. opened C. broke D. knocked60. A. out B. through C. inside D. o

7、ff61. A. reasonable B. silly C. funny D. false62. A. even B. though C. finally D. then63. A. find B. choose C. afford D. catch64. A. school B. church C. lunch D. home65. A. differently B. secretly C. instead D. immediately66. A. happy B. wonderful C. hopeful D. proud67. A. leave B. put C. store D. p

8、ass68. A. looked B. returned C. headed D. drove 69. A. letter B. wish C. apology D. note70. A. missed B. dreamed C. sought D. enteredThe three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of

9、these was a colonial institution. It began in New England with the establishment in 1635 of the Boston Free Latin School. The curriculum consisted mainly of the classical languages, and the purpose of this kind of school was the preparation of boys for college, where most of them would be fitted for

10、 the ministry.The academy began in the early 1750s with Benjamin Franklins school in Philadelphia, which later became the University of Pennsylvania. It extended generally to about the middle nineteenth century, except in the southern states where the public high school was late in developing and wh

11、ere the academy continued to be a principal means of secondary education even after 1900.The academy was open to girls as well as to boys, and it provided a wider curriculum than what the Latin grammar school had furnished. It was designed not only as a preparation for college but also for practical

12、 life in commercial and business activities. Although its wide educational values are evident and are recognized as important contributions to secondary education in this country, the academy has never been considered a public institution as the public high school has come to be.The public high scho

13、ol had its origin in Massachusetts in 1821 when the English Classical School was established in Boston. In 1827,the state enacted the first state wide public highschool law in the United States. By 1840,there were perhaps a dozen public high schools in Massachusetts and many in other eastern states

14、by 1850,they could also be found in many other states. Just as the curriculum of the academy grew out of that of the Latin grammar school, the curriculum of the public high school developed out of that of the academy. The public high school in the United States is a repudiation of the aristocratic a

15、nd selective principle of the European educational tradition. Since 1890,enrollments in secondary schools, mainly public high schools, have practically doubled in this country every ten years.56According to the passage, which of the following sequences indicates the order in which the schools develo

16、ped?ALatin grammar school, public high school, academy.BLatin grammar school, academy, public high school.CPublic high school, Latin grammar school, academy.DPublic high school, academy, Latin grammar school.57It is the opinion of the author that the academy, compared with the public high school, wa

17、s _.Aobviously academically better Bmore discriminatory in student selection Ccoeducational Dnot generally considered as a public institution58The year 1827 marks the _.Aenactment of the first state wide public high school lawBfounding of the Latin Grammar School in BostonCestablishment of the Engli

18、sh classical School in BostonDyear when Massachusetts made free public education compulsory after the eighth grade59One can probably infer from his article that “Latin grammar school” refers to _.Athe Boston Free Latin SchoolBall the elementary schools in the United StatesCschools which taught Latin

19、, exclusive of all other subjectsDa number of schools which developed in New England60It is implied but not stated in the passage that _.AEuropean educational systems are not goodBAs high schools developed in the united states, the decision was made to make them responsible to people from all classe

20、s of society.CThere was an aristocratic and selective principle in the European educational traditionDpublic high schools in the United States embraced the European educational traditioncurriculum enact repudiation aristocratic enrollment 周二In the eighteenthcentury one of the first modern economists

21、, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the s

22、ocial structure more complicated.Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were smallscale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled w

23、orkers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a persons social position. Intelligent industrialists with initiative made

24、 fortunes by their wits which lifted them into an economic group far higher than that of their workingclass parents. But they lacked social training of the upper class, who despised them as the “new rich.”They often sent their sons and daughters to special school to acquire social training. Here the

25、ir children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in th

26、e hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably al

27、tered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.61What criterion did Adam Smith seem to go by in his classification of social groups?AThe amount of wea

28、lthBThe amount of moneyCThe social statusDThe way of getting money62If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?AOfficials and employees.BPeasants and farmers.CDoctors and teachers.DTradesmen and landlords.63Who were the new ric

29、h during the nineteenth and early twentieth centuries?AThey were still the upper class people. BThey were owners of large factories.CThey were intelligent industrialists.DThey were skilled workers who made their fortune.64According to the passage, what did those people do who intended to make their

30、children move up in the social ladder?AThey saved a lot of money for their children to receive higher education.BThey tried to find marriage partners from the children of the upper class.CThey made greater fortunes by their wits.DThey worked even harder to acquire social training.65In the twentieth

31、century class differences have been partly smoothed out by _.Aincreased income and decreased taxationBtaxation, social services and educational opportunitiesCeducation, the increase of income and industrial developmentDthe decrease of the upper class populationlabour revenue upper alter inherit 任务型阅

32、读If you and your friends wish to share a secret, you can write it in code, and no one else will be able to read it. Codes are one way of writing in secrets. Ciphers(暗码) are another. In the code each word is written as a secret code or word number. In a cipher each letter is changed.Codes and ciphers

33、 have played an important role in the history of the word. Julius Caesar, the Roman ruler who defeated almost all the countries in Europe about 2000years ago, used a cipher when he sent secret messages to his troops. During American Revolution, George Washingtons spies used a kind of code to send hi

34、m information about the enemy before his military（军事的） action. In World War 2,the American “broke”, or figured out, Japans most important navy codes and got enough information to destroy a powerful Japanese fleet（舰队）。Storekeepers use codes to mark their goods. The codes show how much was paid for th

35、e goods or when they were added to the stock. Businessman use codes to hide plans from their business enemies. Sometimes personal letters or diaries are written in code. Many people enjoy figuring out codes and ciphers simply as a hobby.In the 16th century, codes and ciphers were very popular among

36、scientists. They wrote messages to each other in code so that no one else would learn their secrets. Geronimo Gardano, an Italian astrologer（星相家）,mathematician, and doctor, invented the trellis ciphers. He took two sheets of paper and cut exactly the same holes in each one. Then he sent one sheet, w

37、hich he called a trellis, to a friend and kept the other for himself. Whenever he wanted to write a message, he put his trellis, over the clean sheet of paper and wrote the secret message through the holes. Then he removed the trellis and filed the rest of the paper with words that would make sense.

38、 When his friends received it, He put his trellis over the writing and read the secret message.Title 71. AspectsIn wars72. In science circleMeansUsing codes and ciphersUsing codesCutting holes in two exact pieces of paper and writing the message 73 Covering the trellis over the writing received to get74. 75. To 76. to troopsTo know about business situationsTo 79. to themselvesTo make the military leaders77. of the situation of the war78. from opponentsResults80. enemiesAchieving business goalsSharing secrets messagesA journey of a thousand miles begins with a single step. 千里之行始于足下。