题目内容

Tens of thousands of ancient pictures carved into the rocks at one of France’s most important tourist sites are being gradually destroyed. Scientists and researchers fear that the 36,000 drawings on rocks in Mont Bego in the French Alps are being damaged so rapidly that they will not survive for future generations.

The mountain, believed to have once been a site for prayer, is scattered (散布) with 4,000-year-old drawings cut into bare rock. They include pictures of cows with horns, cultivated fields (耕地) and various gods and goddesses. But as the popularity of the site increases, the pictures are being ruined by thoughtless graffiti (涂鸦).

Jean Clottes is the chairman of the International Committee on Rock Art. He says, “People think that because the pictures have been there so long they will always continue to be there. But if the damage continues at this rate there will be nothing left in 50 years.”

He describes seeing tourists stamping on the drawings, wearing away the rock and definition (清晰) of the artwork as they do so. Some visitors, he says, even cut off parts to take home as souvenirs. “When people think they can’t take a good enough photograph, they rub the drawings to get a clearer picture,” he said. “The drawings are polished by the weather, and if the sun is shining and the visitors can’t see them properly they simply rub them to make them look fresher.” Other researchers describe how people arrive carrying long sticks with sharp ends to scratch (刮) their own drawings, or even their names, in the rocks.

But experts are divided over the best way to preserve the drawings. Henry de Lumley, director of the Museum of Natural History in Paris, believes that the only way to save the site is to turn the whole mountain into a “no-go” area, preventing the public from going there except on guided tours. Otherwise, he says, not only will the site be completely destroyed but important research work will be reduced.

Clottes disagrees, “The measure suggested by Henry de Lumley is the most severe, and while it is the most effective, it is also certain to bring about protests from people who live there,” he said. “The site was classified as a historic monument years ago by the Ministry of Culture, and we must do as much as possible to save what is there.”

David Lavergne, the regional architect, also wants to avoid closing the site. “Henry de Lumley’s idea isn’t ideal,” he said. “Our department feels that the best solution is to let people look at the site, but because the area is very big it is difficult to prevent visitors from damaging it. I would prefer that everyone was able to look at it, but the main problem is money. We do not have the funds to employ the necessary number of guards. We may have to consider charging a fee. It doesn’t seem to be possible to get the government support.”

In Nice, Annie Echassoux, who also worked on researching the site, is alarmed that as the mountain becomes easier to reach — tourists can now avoid the three-and-a-half-hour walk by hiring vehicles — the damage will increase rapidly. She thinks that the only solution is to rope off the area and provide guides. “You can’t say the plan can’t go ahead because there is no money,” she said. “That is not good enough. Money must be provided because the Ministry of Culture has classified this area as a historic site. If we don’t take steps, we will be responsible for losing the drawings for the next generation.”

1.Jean Clottes says that people who visit the mountain____.

A. do not believe the drawings are old.

B. believe they are allowed to paint there

C. think the drawings should be left alone

D. think the drawings will not disappear

2.According to Jean Clottes, some of the visitors to the area have____.

A. helped to clean the drawings

B. taken bits of the rock home

C. been unable to take photographs

D. misunderstood what the pictures mean

3.Henry de Lumley is eager to ____.

A. set up research projects

B. protect public rights

C. keep out individual visitors

D. ban traffic in the area

4.Which word best describes Annie Echassoux’s attitude towards saving the historic site?

A. Supportive. B. Disappointed.

C. Worried. D. Hesitant.

5.This passage has been written about Mont Bego to ____.

A. advertise the closing of the site

B. warn visitors about the dangers of the site

C. encourage scientists to visit the site

D. describe fears for the future of the site

 

1.D

2.B

3.C

4.A

5.D

【解析】

试题分析:本文讲述的是法国一些重要的景点古代石刻画的丢失严重,科学家和研究表达对这些情况的担忧,许多人纷纷出来出谋划策。

1.D 细节理解题。根据第三段提到People think that because the pictures have been there so long they will always continue to be there人们认为因为画在那如此长的时间所以还会继续在那,故选D项。

2.B 细节理解题。根据第四段提到Some visitors, he says, even cut off parts to take home as souvenirs可知一些画被游客带回家,故选B项。

3.C 细节理解题。根据第五段提到Henry de Lumley, director of the Museum of Natural History in Paris, believes that the only way to save the site is to turn the whole mountain into a “no-go” area, preventing the public from going there except on guided tours可知唯一保护的办法就是设立禁止区域,阻止公众去那个地方,除了有组织的旅游,故选C项。

4.A 细节推断题。根据最后一段提到 If we don’t take steps, we will be responsible for losing the drawings for the next generation.如果我们不采取措施的话,我们不能为丢失文物而为下一代负责,故选A项。

5.D 推断题。根据第一段提到Scientists and researchers fear that the 36,000 drawings on rocks in Mont Bego in the French Alps are being damaged so rapidly that they will not survive for future generations可知科学家和研究者表达对这一区域壁画丢失的担心,故选D项。

考点:文化类阅读。

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Art Calendar

Walking Tours of the Museum’s collections (fee with admission contribution) are offered daily and on weekends by Museum-trained volunteers. No tours on November 29-December 1 and December 17-31

Weekdays

Tuesday through Friday subject to Gallery hours

Time

Tuesday & Thursday

Wednesday

Friday

10:15

Highlights of the Museum

Highlights of the Museum

Highlights of the Museum

10:30

Japanese Art

Ancient Mexico and Peru

Ancient Mexico and Peru

10:45

American Paintings

European Rooms

European Rooms

11:15

Chinese and Japanese Art

Impressionists and Their Times

Chinese and Japanese Art

11:45

Egyptian Galleries

Ancient Greece and Rome

Ancient Greece and Rome

12:00

American Rooms

Arts of Africa, Oceania and the Americas

American Rooms

12:15

Chinese Art

Islamic Art

Chinese Art

12:45

20th Century Paintings

20th Century Paintings

20th Century Paintings

1:00

Old Master Paintings

Old Master Paintings

Old Master Paintings

1:15

Highlights of the Museum

Highlights of the Museum

Highlights of the Museum

1:30

Arts of Africa, Oceania and the Americas

Chinese Art

Arts of Africa, Oceania and the Americas

1:45

Islamic Art

Chinese Art

Islamic Art

2:00

Ancient Greece and Rome

Egyptian Galleries

Egyptian Galleries

2:15

Ancient Mexico and Peru

Japanese Art

Japanese Art

2:30

European Rooms

American Paintings

American Paintings

2:45

Impressionists and Their Times

Chinese and Japanese Art

Impressionists and Their Times

3:15

Highlights of the Museum

Highlights of the Museum

Highlights of the Museum

4:00

 

 

Egyptian Galleries

Weekends

Friday evening, Saturday and Sunday tours are chosen from the following topics. Consult Walking Tour Board at Kiosk in the Great Hall for time.

American Paintings Impressionists and Their Times

American Rooms Islamic Art

Chinese Art Japanese Art

Egyptian Galleries Old Paintings

European Rooms Arts of Africa, Oceania and the Americas

Highlights of the Museum 20th Century Paintings

1.Walking tours of the Museum’s collections are offered on __________.

A. November 29. B. December 20

C. December 31 D. December 10

2.What time is the latest Chinese Art Class?

A. 1:45 B. 2:45

C. 10:30 D. 10:45

3. When is the last Old Master Paintings?

A. Friday 7:00 B. Tuesday 9:00

C. Friday 1:00 D. Thursday 1:00

4.Which one starts the earliest?

A. Highlights of the Museum

B. Egyptian Galleries

C. Chinese Art

D. Ancient Mexico and Peru.

 

On countless mornings over the past year, I stood with my son, James, in our driveway, watching our neighbor hurry off to kindergarten. My wife and I wanted to give James the best education, but that meant we’d have to change our jobs and spend less time with our kid. I asked myself, “Would this trade-off be worth it?” When I look at the research on child development, I think it might not. Where our kids go to school might matter less than most American parents think.

Social scientists have long tried to determine why some children grow up to be successful. In a 2001 study, Greg Duncan, a professor of education at the University of California, measured the influence that the people in a child’s life have on how well the child does in school. Duncan and his team found almost no relationship between how students did on the test and whom they sat beside in class, whom they hung out with after school and who lived in their block. The only meaningful link they found was between siblings(兄弟姐妹)and twins in particular.

For a long time, scholars thought that a family’s income heavily affected how well kids did in life. But that might not be the case. When Susan Mayer at the University of Chicago looked at the relationship between family income and lifetime achievement, she ran a series of experiments to measure it, finding such outcomes weren’t caused by income. She argued that the things that make a difference are relatively inexpensive: the number of books a kid has or how often his family goes to museums.

Lareau, another scholar began one of the most in-depth observations of American parenting. He concluded that success is much more related to the amount of time parents spend with their children. He said “Many parents I interviewed are anxious about their children’s futures.But they have exaggerated(夸大)the sense of the risks involved if they don't give their children the best of everything..”

So at last, we decided to leave things as it were. More time with our kid is the best we can provide.

1.The first paragraph is intended to __________.

A. introduce the topic of the passage

B. confirm the result of a research

C. stress the importance of good education

D. support a research on child development

2.From the passage we know that most American parents _________.

A. spend a lot of time with their children

B. like to buy a variety of books for their children

C. think children's achievement largely depends on schools

D. believe their income cannot afford children's education

3.Who believes children's brothers and sisters may influence their academic performance?

A.Lareau. B.Greg Duncan.

C.Susan Mayer. D.James.

4.Which of the following can be the best title of the passage?

A. Parents' time matters to children's future.

B. School education determines children's future.

C. Family income counts to children's achievements.

D. Less education means more risks for children's success.

 

Dinah Shore said, “There are no hopeless situations — only people who are hopeless about them.” Some 30 years ago, when he was only 11 years old, Morgan Rowe lost his left arm and much of the use of his right arm. It happened when he off a tractor at his father’s fence company, and was dragged under the machine.

Young Morgan was from the hospital after three and a half months. The first thing he to do was to help pay the bill — $30,000 worth. For a boy of 11 to such a task, the situation seemed .

For five years Morgan roadsides picking up cans and bottles. He thousands of cans and picked up and old newspapers. He never gave up . First, he paid off the $455 ambulance bill. He was still a long way off his parents raised another $9,000 toward the debt.

People began to the injured boy and poured in, totaling $25,000. The bill was paid !Morgan set aside the money for future education.

What then? Morgan his projects and collected money for the hospital so he could others though the bill was paid up.

Maybe someone to tell the boy he was too injured for that kind of work. Maybe someone neglected to inform him that the was hopeless. Somehow young Morgan didn’t that an 11-year-old boy could never pay off a hospital bill so large.

Martin Luther once said, “Everything that is done in the world is done by the hopeful.” Without hope, is possible.

1.A. ran B. fell C. drove D. lay

2.A. released B. dismissed C. removed D. liberated

3.A. set about B. set up C. set out D. set down

4.A. understand B. complete C. arrange D. cancel

5.A. hopeless B. different C. meaningful D. dangerous

6.A. searched B. controlled C. explored D. examined

7.A. purchased B. recorded C. collected D. prepared

8.A. delivered B. sold C. gave D. bought

9.A. courage B. challenge C. hope D. adventure

10.A. though B. so C. but D. because

11.A. hear about B. learn from C. worry about D. benefit from

12.A. invitations B. applications C. suggestions D. donations

13.A. exactly B. fully C. deeply D. partly

14.A. voluntary B. useless C. additional D. present

15.A. ended B. kept C. began D. paused

16.A. help B. comfort C. affect D. move

17.A. attempted B. managed C. forgot D. remembered

18.A. situation B. life C. illness D. devotion

19.A. realize B. discuss C. argue D. expect

20.A. everything B. anything C. something D. nothing

 

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