题目内容

She is widely seen as proof that good looks can last for ever. But, at nearly 500 years of age, time is catching up with the Mona Lisa.

The health of the famous picture, painted by Leonardo da Vinci in 1505, is getting worse by the year, according to the Louver Museum(卢浮宫) where it is housed.

“The thin, wooden panel on which the Mona Lisa is painted in oil has changed shape since experts checked it two years ago,” the museum said. Visitors have noticed changes but repairing the world’s most famous painting is not easy. Experts are not sure about the materials the Italian artist used and their current chemical state.

Nearly 6 million people go to see the Mona Lisa every year, many attracted by the mystery of her smile. “It is very interesting that when you’re not looking at her, she seems to be smiling, and then you look at her and she stops,” said Professor Margaret Livingstone of Harvard University. “It’s because direct vision(视觉) is excellent at picking up details, but less suited to looking at shadows. Da Vinci painted the smile in shadows.”

However, the actual history of the Mona Lisa is just as mysterious as the smile. Da Vinci himself loved it so much that he always carried it with him, until it was eventually sold to France’s King Francis I in 1519.  

In 1911, the painting was stolen from the Louver by a former employee, who took it out of the museum, hidden under his coat. He said he planned to return it to Italy. The painting was sent back to France two years later. During World War Ⅱ, French hid the painting in small towns to keep it out of the hands of German forces.

We can infer from the text that_______

A. the Mona Lisa is proved to be able to last another 500 years

B. Mona Lisa’s beauty is fading gradually with 500 years passing by

C. the Mona Lisa has been catching people’s wide attention in the past 500 years

D. Mona Lisa does not look out of date though painted 500 years ago

Which of the following is true about the Mona Lisa?

A. It was once taken away and hidden up by German forces.

B. Its painter himself loved it greatly and always kept it in a shade.

C. Mona Lisa stops smiling when you look at her wanting to see her smiles.

D. King Francis I bought it and then returned it to Italy.

Choose the right order about the happenings onto Mona Lisa.

a. It was stolen from the Louver.

b. Its painter sold it to King Francis I

c. Its state of health was checked.

d. It was returned to France and housed in the Louver Museum.

e. It was hidden and protected against Germans.

A. b-a-d-e-c       B. d-e-c-b-a        C. d-a-e-c-b       D. b-c-a-d-e

It may add to the difficulty in repairing the painting that_____.

A. experts haven’t noticed changes in its shape as visitors do

B. it is likely to be stolen again when it’s under repair

C. it is uncertain which country, Italy of France, should take charge

D. experts aren’t sure about the materials and the chemical state of its oil paint

【小题1】C

【小题2】A

【小题3】D

【小题4】B


解析:

【小题1】本题为细节判断题。由文章的最后一句话可以淘汰A项。根据倒数第二段中Da Vinci

himself loved it so much that he always carried it with him…可淘汰B项。

名画《蒙娜丽莎》的辗转过程为:作者随身携带,然后卖给法国国王,后来被雇员偷出最后又被送回法国。由此可淘汰D项。

【小题2】本题为细节判断题。

【小题3】本题为细节判断题。由第三段最后一句话Experts are not sure about the materials the Italian artist used and their current chemical state可选出答案。

【小题4】 细节理解题。从第一段倒数第二句可知。

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The African elephant, the largest land animal remaining on earth , is of great importance to African ecosystem(生态系统). Unlike other animals, the African elephant is to a great extent the builder of its environment. As a big plant-eater, it largely shapes the forest-and-savanna(大草原) surroundings in which it lives, therefore setting the terms of existence for millions of other animals that live in its habitat.

It is the elephant's great desire for food that makes it a disturber of the environment and an important builder of its habitat. In its continuous search for the 300 pounds of plants it must have every day, it kills small trees and underbushes, and pulls branches off big trees. This results in numerous open spaces in both deep tropical forests and in the woodlands that cover part of the African savannas. In these open spaces are numerous plants in various stages of growth that attract a variety of other plant-eaters.

Take the rain forests for example. In their natural state, the spreading branches overhead shut out sunlight and prevent the growth of plants on the forest floor. By pulling down trees and eating plants, elephants make open spaces, allowing new plants to grow on the forest floor. In such situations, the forests become suitable for large hoofed plant-eaters to move around and for small plant-eaters to get their food as well.

What worries scientists now is that the African elephant has become an endangered species. If the elephant disappears, scientists say, many other animals will also disappear from vast areas of forest and savanna, greatly changing and worsening the whole ecosystem.

11. What is the passage mainly about?

A. Disappearance of African elephants.

B. Forests and savannas as habitats for African elephants.

C. The effect of African elephants' search for food.

D. The eating habit of African elephants.

12. What does the underlined phrase “setting the terms” most probably mean?

A. Fixing the time.                                   B. Worsening the state.

C. Improving the quality.                          D. Deciding the conditions.

13. What do we know about the open spaces in the passage?

A. They result from the destruction of rain forests.

B. They provide food mainly for African elephants.

C. They are home to many endangered animals

D. They are attractive to plant-eating animals of different kinds.

14. According to the passage, which of the following statements is TRUE?

A. The African elephant is the largest animal on earth.

B. African elephants have 300 pounds of plants every day, including small trees and underbushes.

C. The African elephant is in a way the builder of the environment like other land animals

D. If the African elephant disappears, the whole ecosystem won’t be affected..

15. The passage is developed mainly by        .

A. showing the effect and then explaining the causes

B. pointing out similarities and differences

C. describing the changes in space order

D. giving examples

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.

What do we know about this unusual class?

A. The teachers did lots of writing on the board

B. The teacher were invited to attend several lectures.

C. The student were professors from a university

D. The students were studying science and humanities.

The experiment was designed to find out              

   A. how to teach the students in the science class

B. whether poetry is difficult for science students

C. what to be taught in the humanities class

D. why many humanities students find science hard.

Finding levels of meaning is            .

   A. important for graduate students in humanities

B. difficult for graduate students in humanities

C. common for undergraduate students in science

D. easy for undergraduate students in science.

What did the science professors learn after the experiment?

   A. They should change the way they teach

B. A poem could be explained in clear definitions.

C. A poetry class could be more informative.

D. Their teaching was an enjoyable experience.

I played a racquetball game against my cousin Ed last week. It was one of the most __1__ and tiring games I’ve ever had. When Ed first phoned and ___2___ we play, I laughed quietly, figuring on an ___3___ victory. After all, Ed’s idea of ___4___ has always been nothing more ___5___ than lifting a fork to his mouth. ___6___ I can remember, Ed’s been the least physically fit member in the family, and ___7___ proud of himself. His big stomach has always ballooned out between his T-shirt and trousers. Although the family often ___8___ about that, Ed refused to buy a ___9___ T-shirt or to lose weight. So when Ed ___10___ for our game not only with the bottom of his shirt gathered inside his trousers but also with a stomach you could hardly ___11___, I was so surprised that I was ___12___. My cousin must have made an effort to get himself into shape. ___13___, at the point in our game when I’d have predicted(预计) the score to be about 9 to 1 in my favor, it was ___14___ 7 to 9 — and Ed was ___15___. The sudden realization was painful. We ___16___ to play like two mad men. When the score was 16 up, I was having serious ___17___ about staying alive until 21 years old, let alone ___18___ that many points. When the game finally ended, both of us were lying flat on our backs, too tired to ___19___. In a way, I think we both won: I the game, but cousin Ed my ___20___.

1. A. encouraging   B. hopeless     C. surprising   D. regular

2. A. declared B. mentioned  C. persuaded   D. suggested

3. A. unforgettable B. unexpected C. easy    D. early

4. A. exercise  B. preparation C. joy     D. fitness

5. A. time-saving    B. comfortable       C. suitable      D. effort-making

6. A. As soon as     B. As long as  C. When  D. Since

7. A. strangely       B. personally  C. reasonably  D. eagerly

8. A. cared      B. forgot C. quarreled    D. joked

9. A. clean      B. larger  C. straight      D. darker

10. A. set out  B. got ready    C. arrived       D. returned

11. A. notice   B. admire       C. believe       D. measure

12. A. nervous       B. curious       C. careless      D. speechless

13. A. After all       B. As a result  C. Above all   D. At last

14. A. mistakenly   B. then    C. instead       D. naturally

15. A. leading B. coming      C. waiting      D. counting

16. A. pretended     B. stopped      C. continued   D. decided

17. A. thoughts      B. doubts C. situations    D. problems

18. A. scoring B. completing C. receiving    D. keeping

19. A. play     B. start    C. sleep   D. move

20. A. friendship    B. respect       C. support      D. favor

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