When she was twelve, Maria made her first important decision about the course of her life. She decided that she wanted to continue her education. Most girls from middle-class families chose to stay home after primary school, though some attended private Catholic "'finishing" schools. There they learned a little about music, art, needlework, and how to make polite conversation. This was not the sort of education that interested Maria or her mother. By this time, she had begun to take her studies more seriously. She read constantly and brought her books everywhere. One time she even brought her math book to the theater and tried to study in the dark.
Maria knew that she wanted to go on learning in a serious way. That meant attending the public high school, something that very few girls did. In Italy at the time, there were two types of high schools: the "classical" schools and the "technical" schools. In the classical schools, the students followed a very traditional program of studies, with courses in Latin and Greek language and literature, and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.
Maria, however, wanted to attend a technical school. The technical schools were more modern than the classical schools and they offered courses in modern languages, mathematics, science, and accounting. Most people including Maria's father believed that girls would never be able to understand these subjects. Furthermore, they did not think it was proper for girls to study them.
Maria did not care if it was proper or not. Math and science were the subjects that interested her most. But before she could sign up for the technical school, she had to win her father's approval. She finally did, with her mother's help, though for many years after, there was tension in the family. Maria's father continued to oppose her plans, while her mother helped her.
In 1883, at age thirteen, Maria entered the "Regia Scuola Tecnica Michelangelo Buonarroti" in Rome. Her experience at this school is difficult for us to imagine. Though the courses included modern subjects, the teaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient.
【小题1】In those days, most Italian girls________.
| A．went to classical schools |
| B．went to "finishing" schools |
| C．did not go to high school |
| D．went to technical schools |
| A．had very modern views about women |
| B．had very traditional views about women |
| C．had no opinion about women |
| D．thought women could not learn Latin |
| A．very modern | B．very intelligent |
| C．quite scientific | D．quite strict |
| A．girls usually attended private primary schools |
| B．only girls attended classical schools |
| C．girls did not like going to school |
| D．Maria was a girl of strong will |
【小题1】C
【小题2】B
【小题3】D
【小题4】D
解析试题分析：文章大意：文章介绍Marie和其他当时的意大利女孩不一样，她没有选择回家而是继续接受教育，在传统学校和技术学校之间，她选择了更加严格的技术学校，在取得父亲同意的情况下，她在学校努力学习。
【小题1】细节题：本题的问题是：在当时的意大利大多数女孩的选择是什么？由文中的第一段可知―Most girls from middle–class families chose to stay home after primary school ,大多数女孩不去上高中，所以本题的正确答案为C。
【小题2】推理题：本题问的是：Maria 的父亲对女性的态度是什么？由文中第三段倒数第二句 ―Most people—including Maria‘s father —believed in the girls would never be able to understand these subjects.‖可以得出答案，父亲和大多数人一样都持传统观念。选B
【小题3】细节题：本题的问题是：当时的意大利高中教师是怎样的？从文中最后一段可以得出结论―Teachers were very demanding, discipline in the classroom was strict, and punishment was severe for those who failed to achieve or were disobedient,可知高中老师是非常严厉的，故正确答案为D。
【小题4】推理题，问题是：从全文可以得出什么样的结论？A 选项未提及。C 选项错误，原文只说大多数女孩子都选择呆在家里，并未说她们都不喜欢读书。B选项错误，原文只说就算是上学的话大多数女孩子都选择传统学校，而并非只有女孩子可以去。而从文章我们可以看出Marie是个意志力坚强的女孩，所以正确答案为D。
考点：考查人物传记类短文
金博士一点全通系列答案科目：高中英语 来源： 题型：阅读理解
Mr. Robinson had to travel somewhere on business and as he was in a hurry, he decided to go by air. He liked to sit beside a window when he was flying. So, when he got on to the plane, he looked for a window seat. He found all of them had already been taken except one. There was a soldier sitting in the seat beside this one and Mr. Robinson was happy that he had not taken the one by the window; but, anyhow, he at once went towards it. When he reached it, however, he saw there was a notice on it. It was written in ink and said “This seat is reserved for proper load balance. Thank you.” Mr. Robinson had never seen such a notice in a plane before, but he thought that the plane must be carrying something heavy in its baggage room which made it necessary to have the passengers properly balanced, so he walked on and found another empty seat, not beside a window, to sit in. Then, when the plane was quite full, a very beautiful girl stepped into the plane. The soldier quickly took the notice off the seat beside him and in this way succeeded in having the girl beside him during the whole trip.
【小题1】When he got on the plane he was happy to find that _______.
| A．a notice was put in a window seat |
| B．some of the seats were not occupied |
| C．there was a seat that he had hoped to have |
| D．the plane was not very crowded |
| A．Mr. Robinson was the last passenger to get on board the plane. |
| B．Mr. Robinson was surprised to see the notice in the seat. |
| C．The window seats were all occupied when Mr. Robinson got on hoard the plane. |
| D．The plane Mr. Robinson took was heavily loaded with luggage. |
| A．the notice was put on the seat by the soldier. |
| B．the solider was waiting for his girl friend |
| C．the girl was the last passenger who got on the plane. |
| D．the seat by the window was kept for the last passenger. |
| A．novel | B．news report | C．science fiction | D．magazine. |
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科目：高中英语 来源： 题型：阅读理解
My newly-rented small apartment was far away from the centre of London and it was becoming essential for me to find a job, so finally I spent a whole morning getting to town and putting my name down to be considered by London Transport for a job on the underground. They were looking for guards, not drivers. This suited me. I couldn’t drive a car but thought that I could probably guard a train, and perhaps continue to write my poems between stations. The writers Keats and Chekhov had been doctors. T.S. Eliot had worked in a bank and Wallace Stevens for an insurance company. I’d be a subway guard. I could see myself being cheerful, useful, a good man in a crisis. Obviously I’d be overqualified but I was willing to forget about that in return for a steady income and travel privileges — those being particularly welcome to someone living a long way from the city centre.
The next day I sat down, with almost a hundred other candidates, for the intelligence test. I must have done all right because after about half an hour’s wait I was sent into another room for a psychological test. This time there were only about fifty candidates. The interviewer sat at a desk. Candidates were signaled forward to occupy the seat opposite him when the previous occupant had been dismissed, after a greater or shorter time. Obviously the long interviews were the more successful ones. Some of the interviews were as short as five minutes. Mine was the only one that lasted a minute and a half.
I can remember the questions now: “Why did you leave your last job?”“Why did you leave your job before that?”“And the one before that?” I can’t recall my answers, except that they were short at first and grew progressively shorter. His closing statement, I thought, revealed a lack of sensitivity which helped to explain why as a psychologist, he had risen no higher than the underground railway. “You’ve failed the psychological test and we are unable to offer you a position.”
Failing to get that job was my low point. Or so I thought, believing that the work was easy. Actually, such jobs — being a postman is another one I still desire — demand exactly the sort of elementary yet responsible awareness that the habitual dreamer is least qualified to give. But I was still far short of full self-understanding. I was also short of cash.
【小题1】The writer applied for the job chiefly because _________.
| A．he could no longer afford to live without one |
| B．he wanted to work in the centre of London |
| C．he was not interested in any other available job |
| D．he had received some suitable training |
| A．he often traveled underground | B．he had written many poems |
| C．he had worked in a company | D．he could deal with difficult situations |
| A．How unpleasant ordinary jobs can be |
| B．How unsuitable he was for the job. |
| C．How difficult it is to be a poet |
| D．How badly he did in the interview. |
| A．he did not like the interviewer at all |
| B．he had not done well in the intelligence test |
| C．he was not going to be offered the job |
| D．he had little work experience to talk about |
| A．He was rather unsympathetic. | B．He was unhappy with his job. |
| C．He was quite inefficient. | D．He was very aggressive（有进取心的）. |
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科目：高中英语 来源： 题型：阅读理解
My favorite English teacher could draw humor out of the driest material. It wasn't forced on us either. He took Samuel Johnson's dictionary, Addison's essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o'clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn't believe that I hadn't seen the humor. The stories and poems and plays were suddenly filled with allusions (典故) and irony (反讽) and hilarious moments. I learned more from him than from any other teacher.
My least favorite English teacher also made people laugh. Some students found him to be funny. Many others did not. He assigned journals over a six week period, to be written every day. At the end of the six weeks I had a notebook full of bits and pieces about my ideas, short stories, reactions to what we had read, and so on. Our teacher announced that we would be grading each other's journals. Mine was passed to Joe, that class clown, who always behaved in a funny or silly way. He saw it fit to make joke of and said, " This writing isn't fit to line (衬垫) the bottom of a birdcage. " Our teacher laughed at that funny remark. It hurt me so much that the anger from it has driven my writing and teaching ever since.
So what makes the difference? Humor is one of the most powerful tools teachers or writers have. It can build up students and classes and make them excited about literature and writing, or it can tear them apart. It is true that humor is either productive or counter-productive and self-defeating.
【小题1】The passage mainly discusses ________.
| A．teaching | B．literature |
| C．humor | D．knowledge |
| A．funny | B．tiring |
| C．inspiring | D．brilliant |
| A．was not able to make students laugh |
| B．hurt his students' feelings |
| C．didn't let his students do the grading |
| D．had no sense of humor |
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科目：高中英语 来源： 题型：阅读理解
We are all interested in equality, but while some people try to protect the school and examination system in the name of equality, others, still in the name of equality, want only to destroy it.
Any society which is interested in equality of opportunity and standards of achievement must regularly test its pupils. The standards may be changed — no examination is perfect — but to have no tests or examination would mean the end of equality and of standards. There are groups of people who oppose this view and who do not believe either in examinations or in any controls in schools or on teachers. This would mean that everything would depend on luck since every pupil would depend on the efficiency， the values and the purpose of each teacher.
Without examinations, employers will look for employees from the highly respected schools and from families known to them — a form of favoritism will replace equality at the moment. The bright child from an ill-respected school can show certificates to prove he or she is suitable for a job, while the lack of certificate indicates the unsuitability of a dull child attending a well-respected school. This defense of excellence and opportunity would disappear if examinations were taken away, and the bright child from a poor family would be a prisoner of his or her school’s reputation, unable to compete for employment with the child from the favored school.
The opponents（反对者） of the examination system suggest that examinations are an evil force because they show differences between pupils. According to these people, there must be no special, different, academic class. They have even suggested that there should be no form of difference in sport or any other area: all jobs or posts should be filled by unsystematic selection. The selection would be made by people who themselves are probably selected by some computer.
【小题1】The word “favoritism” in paragraph 3 is used to describe the phenomenon that .
| A．bright children also need certificates to get satisfying jobs. |
| B．poor children with certificates are favoured in job markets. |
| C．children from well-respected schools tend to have good jobs. |
| D．children attending ordinary schools achieve great success. |
| A．Schools for bright children would lose their reputation. |
| B．There would be more opportunities and excellence. |
| C．Children from poor families would be able to change their schools. |
| D．Children’s job opportunity would be affected by their school reputation. |
| A．jobs should not be assigned by systematic se lection |
| B．computers should be selected to take over many jobs. |
| C．special classes are necessary to keep the school standards |
| D．schools with academic subjects should be done aw ay with |
| A．schools and certificates |
| B．examination and equality |
| C．opportunity and employment |
| D．standards and reputation |
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科目：高中英语 来源： 题型：阅读理解
He held the blazing(点燃) matches to a piece of wood. After a while, he became aware that he could smell his hands burning. Then he began to feel the pain. He opened his hands, and the blazing matches fell on to the snow. The flame went out in a puff of gray smoke.
The man looked up. The dog was still watching him. The man got an idea. He would kill the dog and bury his hands inside its warm body. When the feeling came back to his fingers, he could build another fire. He called to the dog. The dog heard danger in the man's voice. It backed away.
The man called again. This time the dog came closer. The man reached for his knife. But he had forgotten that he could not bend his fingers. He could not kill the dog, because he could not hold his knife.
The fear of death came over the man. He jumped up and began to run. The running began to make him feel better. Maybe running would make his feet warm. If he ran far enough, he would reach his friends at Henderson Creek. They would take care of him.
It felt strange to run and not feel his feet when they hit the ground. He fell several times. He decided to rest a while. As he lay in the snow, he noticed that he was not shaking. He could not feel his nose or fingers or feet. Yet, he was feeling quite warm and comfortable. He realized he was going to die. Well, he decided, he might as well take it like a man. There were worse ways to die. The man closed his eyes and floated into the most comfortable sleep he had ever known.
The dog sat facing him, waiting. Finally, the dog moved closer to the man and caught the smell of death. The animal threw back its head. It let out a long, soft cry to the cold stars in the black sky.
And then it tuned and ran toward Henderson Creek... where it knew there was food and a fire.
【小题1】Put the following statements in the correct order.
① The thought to kill the dog occurred to the man.
② The man failed to build a fire.
③ The dog headed for Henderson Creek.
④ The man’s life came to an end.
⑤ The man tried to warm by running on his frozen feet.
| A．②①⑤④③ | B．①②⑤③④ |
| C．①②③④⑤ | D．②①⑤③④ |
| A．It never trusted human. | B．It smelt food somewhere. |
| C．It sensed murderous atmosphere. | D．It caught sight of the knife.. |
| A．The dog. | B．The weather. |
| C．The death. | D．The cry. |
| A．Man can conquer nature. | B．the man tried hard to survive |
| C．the dog obeyed human beings . | D．the man met death without dignity. |
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