江苏省淮安中学高一英语天天练（第六周）

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. suggestions D. 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
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
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 wealth B．The amount of money
C．The social status D．The way of 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
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 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, which 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. When his friends received it, He put his trellis over the writing and read the secret message.
Title 71.
Aspects In wars 72. In science circle
Means Using codes and ciphers Using codes Cutting 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 troops To know about business situations To 79. to themselves
To make the military leaders77. of the situation of the war 78. from opponents
Results 80. enemies Achieving business goals Sharing secrets messages
A journey of a thousand miles begins with a single step. 千里之行始于足下。