¡¡¡¡What do you think about your Chinese textbook?Are all the articles in it beautifully written and interesting enough?If not, just replace some boring ones with the good pieces you find elsewhere£®
¡¡¡¡That's-exactly what students at Shanghai Jianping High School do£®One fourth of their texts are widely taken from works by authors such as Zhou Guoping, Lin Yutang, Francis Bacon, or even written by their fellow students£®
¡¡¡¡¡°We¡¯re fascinated with these new articles because they were chosen by people of our age and most of the pieces relate to our lives,¡±said Hu Mengchun, 17£®
¡¡¡¡Yao Minyi, 18, and her friends once came across an article on Peking University' s old professor Ji Xianlin, which was written by a well-known CCTV host Bai Yansong£®They found it inspiring on how to become a respectable person, so they showed the article to their teacher£®The article soon became a hot topic once it was collected into their book£®
¡¡¡¡Chen Dui, 18, loves Indian poet Rabindranath Tagore£®Two years ago, she wrote a report on the poet¡¯s works Stray Bird£®Last term she gave a lecture to the lower grades on it and shared her experience on how to enjoy Tagore' s poems£®
¡¡¡¡However, Senior 1 Hu Yang argues that their Chinese readings are still not enough£®
¡¡¡¡¡°I hope to read some passages from novels or articles by young authors born in the 1980s such as Han Han, Guo Jingming and Min Xiaoxi,¡±she said£®
¡¡¡¡¡°Some lyrics by Lin Xi and Vincent Fang, who often write for Jay Chou¡¯s songs, are also great£®¡±Hu added£®
(1)
Bai Yansong' s article is included in the textbook because ________£®
[¡¡¡¡]
A£®
it is about a famous professor
B£®
it is very interesting
C£®
he is a famous host
D£®
it is encouraging and educational
(2)
Hu Yang suggests that students should ________£®
[¡¡¡¡]
A£®
read articles aloud
B£®
learn more from Jay Chou' s songs
C£®
do more Chinese reading
D£®
learn how to write lyrics
(3)
According to the passage, what has happened to the Chinese textbooks in the school?
[¡¡¡¡]
A£®
Some attractive and popular pieces are added to the textbooks£®
B£®
Some students' works are taken out from the textbooks£®
C£®
The textbooks are thicker and more beautifully printed£®
D£®
The Chinese textbooks are totally changed£®
(4)
What is the main idea of the passage?
[¡¡¡¡]
A£®
We should change our Chinese textbook£®
B£®
Chinese textbooks keep updated in a Shanghai high school£®
C£®
Chinese textbooks are too old for students£®
D£®
Students¡¯ works are included in Chinese textbooks in a Shanghai high school£®
¡¡¡¡To take the apple as a forbidden fruit is the most unlikely strory the Christians(»ù¶½½Ìͽ)ever cooked up£®For them, the forbidden fruit from Eden is evil(а¶ñµÄ)£®So when Colu brought the tomato back from South America, a land mistakenly considered to be eden, ever jumped to be the obvious conclusion£®Wrongly taken as the apple of Eden, the tomato was shut o the door of Europeans£®
¡¡¡¡What made it particularly terrifying was its similarity to the mandrake, a plant that was the to have come from Hell(µØÓü)£®What earned the plant its awful reputation was its roots w looked like a dried-up human body occupied by evil spirits£®Tough the tomato and the man were quite different except that both had bright red or yellow fruit, the general population consio them one and the same, to terrible to touch£®
¡¡¡¡Cautious Europeans long ignored the tomato, and until the early 1700s most of the We people continued to drag their feet£®In the 1880s, the daughter of a well-known plant expert that the most interestinig part of an afternoon tea at her father's house had been the ¡°introduction this wonderful new fruit-or is it a vegetable?¡±As late as the twentieth century some writers classed tomatoes with mandrakes as an¡±evil fruit¡±£®
¡¡¡¡But in the end tomatoes carried the day£®The hero of the tomato was an American named R Johnson, and when he was publicly going to eat the tomato in 1820, people journeyed for hun of miles to watch him drop dead£®¡±Wha are you afraid of?¡±he shouted£®¡±I'll show you fools these things are good to eat!¡± Then he bit into the tomato£®Some people fainted£®But he sur and, according to a local story, set up a tomato-canning factory£®
(1)
The tomato was shut out of the door of early Europeans mainly because ________£®
[¡¡¡¡]
A£®
it made Christive evil
B£®
it was the apple of Eden
C£®
it came from a forbidden land
D£®
it was religiously unacceptable
(2)
What can we infer the underlined part in Paragraph 3?
[¡¡¡¡]
A£®
The process of ignoring the tomato slowed down
B£®
There was little pregress in the study of the tomato
C£®
The tomato was still refused in most western countries
D£®
Most western people continued to get rid of the tomato
(3)
What is the main reason for Robert Johnson to eat the tomato Publicly?
[¡¡¡¡]
A£®
To manke imself a hero
B£®
To remove people's fear of the tomaoto
C£®
To speed up the popularityt of the tomato
D£®
To persuade people to buy products fo\rom his factory
(4)
What is the main purpose of the passage?
[¡¡¡¡]
A£®
To challenge people's fixed concept of the tomato
B£®
To give an explanation to people's dislike of the tomato
C£®
To present the change of people's attitudes to the tomato
D£®
To show the process of freeing the tomato from religious influence