-The Smiths have bought their tickets. -But as our honored guests, they have entered free. A. could B. need C. would D. must 题目和参考答案——青夏教育精英家教网—

In the earliest stages of man’s development he had no more need of money than animals have. He was content with very simple forms of shelter, made his own rough tools and weapons and could provide food and clothing for himself and his family from natural materials around him. As he became more civilized, however, he began to want better shelter, more efficient tools and weapons, and more comfortable and more lasting clothing than could be provided by his own neighborhood or by the work of his own unskilled hands. For these things he had to turn to the skilled people such as smiths, leather workers or carpenters. It was then that the question of payment arose.

At first he got what he wanted by a simple process of exchange. The smith who had not the time to look after land or cattle was glad to take meat or grain from the farmer in exchange for an axe or a plough (犁). But as more and more goods which had no fixed exchange value came on the market, exchange became too complicated to be satisfactory. Another problem arose when those who made things wanted to get stocks of wood or leather, or iron, but had nothing to offer in exchange until their finished goods were ready.

Thus the difficulties of exchange led by degree to the invention of money. In some countries easily handled things like seeds or shells were given a certain value and farmer, instead of paying the smith for a new axe by giving him some meat or grain, gave him so many shells. If the smith had any shells left when he had bought his food, he could get stocks of the raw materials of his trade. In some countries quite large things such as cows or camels or even big flat stones were used for trade. Later, pieces of metal, bearing values according to the rarity (稀有) of the metal and the size of the pieces, or coins were used. Money as we know it had arrived.

What does the first paragraph mainly tell us?

A. Man needed little in the earliest stages of development.

B. Man preferred to make tools by himself.

C. How the simple process of exchange arose.

D. What the early man needed from others.

As men became more civilized they __________.

A. all learnt to make by themselves the things needed

B. had to travel a lot to look for what they wanted

C. wanted better things than those they themselves could provide

D. no longer provided food and clothing for themselves

Exchange of goods became difficult because __________.

A. man became more civilized

B. there was not a marketplace for farmers and smiths to exchange their goods

C. farmers hadn’t enough grain or meat to provide for skilled workers

D. more and more goods which had no fixed exchange values appeared on the market.

Money was not used until __________.

A. paper was invented

B. nothing could be offered in exchange

C. people practiced a simple process of exchange

D. the exchange of one thing for another became too complicated

What was used for trade according to the text?

A. Shells B. Tea C. Salt D. Horses

The teacher was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher's belongings. For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.
The headmaster had gone away for the day, being a man who disliked the sight of changes. He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.
The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.
A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, ‘Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.’
‘Good idea,’ said the blacksmith.
The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.
‘Sorry I am going, Jude?’ asked the latter kindly.
Tears rose into the boy’s eyes. He admitted that he was sorry.
‘So am I,’ said Mr. Phillotson.
‘Why do you go, sir?’ asked the boy.
‘Well—don't speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark (标志) of a man who wants to do anything in teaching. My scheme, or dream, is to be a university graduate. By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.’
The smith and his companion returned. Old Miss Fawley's fuel-house was practicable; and she seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.
At nine o'clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.
【小题1】It seemed that the teacher _____.

A．was not getting on well with the headmaster

B．had lived a rather simple life in the village

C．was likely to continue to practice playing the piano

D．would get help in the city on arriving there

【小题2】The motivation of the teacher’s moving lay in his _____.

【小题3】The boy named Jude may be described as _____.

A．polite, generous and cheerful	B．active, modest and friendly
C．kind, bright and helpful	D．calm, confident and humorous

【小题4】In the passage the writer describes both the teacher’s _____.

A．love for music and his dislike for musical instruments

B．hard work in the village and his strong interest in city life

C．friendship with some villagers and also conflicts with others

D．eagerness to go to the city and his affection for the village

The teacher was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher's belongings. For his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.

The headmaster had gone away for the day, being a man who disliked the sight of changes. He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.

The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.

A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, ‘Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.’

‘Good idea,’ said the blacksmith.

The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.

‘Sorry I am going, Jude?’ asked the latter kindly.

Tears rose into the boy’s eyes. He admitted that he was sorry.

‘So am I,’ said Mr. Phillotson.

‘Why do you go, sir?’ asked the boy.

‘Well—don't speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark (标志) of a man who wants to do anything in teaching. My scheme, or dream, is to be a university graduate. By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.’

The smith and his companion returned. Old Miss Fawley's fuel-house was practicable; and she seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.

At nine o'clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.

1.It seemed that the teacher _____.

A．was not getting on well with the headmaster

B．had lived a rather simple life in the village

C．was likely to continue to practice playing the piano

D．would get help in the city on arriving there

2.The motivation of the teacher’s moving lay in his _____.

A．ambition B．devotion C．admiration D．inspiration

3.The boy named Jude may be described as _____.

A．polite, generous and cheerful B．active, modest and friendly

C．kind, bright and helpful D．calm, confident and humorous

4.In the passage the writer describes both the teacher’s _____.

A．love for music and his dislike for musical instruments

B．hard work in the village and his strong interest in city life

C．friendship with some villagers and also conflicts with others

D．eagerness to go to the city and his affection for the village

were also invited to the party.

A．Mr Smith

B．The Smith

C．The Smiths

D．Smiths

The teacher was leaving the village, and everybody seemed sorry. The miller at Cresscombe lent him the small cart and horse to carry his goods to Christminster, the city of his destination, such a vehicle proving of quite enough size for the teacher's belongings, for his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded he had never acquired any skill in playing, and the purchased article had been a permanent trouble to him.

The headmaster had gone away for the day, being a man who disliked the sight of changes. He did not mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.

The blacksmith, the farm bailiff and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.

A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, ‘Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.’

‘Good idea,’ said the blacksmith.

The smith and the bailiff started to see about the possibility of the suggested shelter, and the boy and the teacher were left standing alone.

‘Sorry I am going, Jude?’ asked the latter kindly.

Tears rose into the boy’s eyes. He admitted that he was sorry.

‘So am I,’ said Mr. Phillotson.

‘Why do you go, sir?’ asked the boy.

‘Well—don't speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark (标志) of a man who wants to do anything in teaching. My scheme, or dream, is to be a university graduate. By going to live at Christminster, I shall be at headquarters, so to speak, and if my scheme is practicable at all, I consider that being on the spot will afford me a better chance.’

The smith and his companion returned. Old Miss Fawley's fuel-house was practicable; and she seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.

At nine o'clock Mr. Phillotson mounted beside his box of books, and waved his friends good-bye.

1.It seemed that the teacher _____.

A. was not getting on well with the headmaster

B. had lived a rather simple life in the village

C. was likely to continue to practice playing the piano

D. would get help in the city on arriving there

2. The motivation of the teacher’s moving lay in his _____.

A. ambition B. devotion C. admiration D. inspiration

3. The boy named Jude may be described as _____.

A. polite, generous and cheerful B. active, modest and friendly

C. kind, bright and helpful D. calm, confident and humorous

4.In the passage the writer describes both the teacher’s _____.

A. love for music and his dislike for musical instruments

B. hard work in the village and his strong interest in city life

C. friendship with some villagers and also conflicts with others

D. eagerness to go to the city and his affection for the village

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