江苏省淮安中学高一英语天天练（第六周）

用心 爱心 专心1 周一周一 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 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 so the Easter Bunny couldn t get 60 because he hadn t 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 Bobby s mom was a single parent and she suspected that they just couldn t 63 the Easter Bunny After Sunday School 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 and 68 back to church There mom hung the basket over the hanger 挂钩 and attached 附上 a n 69 Dear Bobby I m sorry I 70 your house last night Happy Easter Love The Easter Bunny 51 A teachers B kids C boys D girls 52 A teams B lines C groups D parts 53 A got B started C gathered D arrived 54 A stories B toys C suggestionsD ideas 55 A When B Because C While D Since 56 A delight B surprise C pity D sadness 57 A straight B alone C silently D hopefully 58 A teach B bring C tell D buy 59 A locked B opened C broke D knocked 60 A out B through C inside D off 61 A reasonable B silly C funny D false 62 A even B though C finally D then 63 A find B choose C afford D catch 64 A school B church C lunch D home 65 A differently B secretly C instead D immediately 用心 爱心 专心2 66 A happy B wonderful C hopeful D proud 67 A leave B put C store D pass 68 A looked B returned C headed D drove 69 A letter B wish C apology D note 70 A missed B dreamed C sought D entered The 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 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 the ministry The academy began in the early 1750 s with Benjamin Franklin s 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 where 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 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 school 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 high school law in the United States By 1840 there were perhaps a dozen public high schools in Massachusetts and many in other eastern states 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 and 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 56 According to the passage which of the following sequences indicates the order in which the schools developed A Latin grammar school public high school academy B Latin grammar school academy public high school C Public high school Latin grammar school academy D Public high school academy Latin grammar school 57 It is the opinion of the author that the academy compared with the public high school was A obviously academically better B more discriminatory in student selection C coeducational D not generally considered as a public institution 58 The year 1827 marks the A enactment of the first state wide public high school law B founding of the Latin Grammar School in Boston C establishment of the English classical School in Boston D year when Massachusetts made free public education compulsory after the eighth grade 用心 爱心 专心3 59 One can probably infer from his article that Latin grammar school refers to A the Boston Free Latin School B all the elementary schools in the United States C schools which taught Latin exclusive of all other subjects D a number of schools which developed in New England 60 It is implied but not stated in the passage that A European educational systems are not good B As high schools developed in the united states the decision was made to make them responsible to people from all classes of society C There was an aristocratic and selective principle in the European educational tradition D public high schools in the United States embraced the European educational tradition curriculum enact repudiation aristocratic enrollment 周二 In the eighteenth century one of the first modern economists 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 social structure more complicated Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class There were small scale industrialists as well as large ones small shopkeepers and tradesmen officials and salaried employees skilled and unskilled workers 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 person s social position Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working class 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 their 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 the 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 altered 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 61 What criterion did Adam Smith seem to go by in his classification of social groups A The amount of wealthB The amou nt of money C The social statusD The way of 用心 爱心 专心4 getting money 62 If you compare the first and second paragraph what groups of people did Adam Smith leave out in his classification A Officials and employees B Peasants and farmers C Doctors and teachers D Tradesmen and landlords 63 Who were the new rich during the nineteenth and early twentieth centuries A They were still the upper class people B They were owners of large factories C They were intelligent industrialists D They were skilled workers who made their fortune 64 According to the passage what did those people do who intended to make their children move up in the social ladder A They saved a lot of money for their children to receive higher education B They tried to find marriage partners from the children of the upper class C They made greater fortunes by their wits D They worked even harder to acquire social training 65 In the twentieth century class differences have been partly smoothed out by A increased income and decreased taxation B taxation social services and educational opportunities C education the increase of income and industrial development D the decrease of the upper class population labour revenue upper alter inherit 任务型阅读任务型阅读 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 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 Washington s spies used a kind of code to send him information about the enemy before his military 军事的 action In World War 2 the American broke or figured out Japan s 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 the 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 scientists They wrote messages to each other in code so that no one else would learn t