题目内容

Historically, the term “fair trade” has meant many things. The Fair Trade League was  1 in Britain in 1881 to restrict 2  from foreign countries. In the United States, businesses and labor unions  3  “fair trade” laws to construct what economist Joseph Stiglitz calls “barriers to imports.” These so called “anti-dumping(反倾销)” laws allow a company that  4  a foreign one of selling a product below cost to request that the government charge special taxes to protect it from “unfair”  5 .
Such dark protectionist thoughts are far from the  6  of the organizers of the United Kingdom’s annual “Fairtrade Fortnight”. Their  7 aim is to raise the price paid to developing-country farmers for their  8  by cutting out the inflated profits of the middlemen on whom they  9  for getting their goods to distant markets. Fair-trade products  10  cocoa, coffee, tea, and bananas do not compete with domestic European production, and  11  do not have a protectionist motive(动机).
This is how it works: In  12  for being paid a guaranteed price and meeting “agreed labor and environmental standards” (minimum wages, no farm chemicals ), poor-country farming cooperatives(合作社) receive a FAIRTRADE mark for their products, given 13  by the FAIRTRADE Labeling Organization. This mark  14  supermarkets and other businesses to sell the products at a higher than  15  price . Third-world farmers get their income increased , 16  first-world consumers get to feel virtuous: a marriage made in heaven.
The fair-trade movement,  17  in the 1980’s, has been growing rapidly. In a significant breakthrough in 1997, the British House of Commons  18  to serve only fair-trade coffee. By the end of 2007, more than 600 producers’ organizations,  19  1.4 million farmers in 58 countries, were selling fair-trade products. Today, a quarter of all bananas in UK supermarkets are sold under a FAIRTRADE mark. But FAIRTRADE-labeled products still represent a very  20 share – typically less than 1% – of global sales of cocoa, tea, coffee, etc.

【小题1】
A．discoveredB．foundedC．encouragedD．promoted
【小题2】
A．importsB．exportsC．outputD．trade
【小题3】
A．disobeyB．breakC．useD．study
【小题4】
A．suspectsB．needsC．wantsD．advertises
【小题5】
A．agreementB．contractC．gameD．competition
【小题6】
A．worriesB．mindsC．commentsD．projects
【小题7】
A．educationalB．politicalC．worthyD．immediate
【小题8】
A．favourB．benefitC．interestD．produce
【小题9】
A．dependB．spendC．lookD．apply
【小题10】
A．asB．likeC．withD．for
【小题11】
A．insteadB．otherwiseC．thereforeD．anyhow
【小题12】
A．fearB．storeC．preparationD．exchange
【小题13】
A．secretlyB．publiclyC．officiallyD．successfully
【小题14】
A．urgesB．enablesC．ordersD．forces
【小题15】
A．normalB．potentialC．lowestD．best
【小题16】
A．whenB．whileC．asD．but
【小题17】
A．launchedB．arrangedC．inventedD．developed
【小题18】
A．wantedB．refusedC．hadD．decided
【小题19】
A．tellingB．representingC．Choosing D．receiving
【小题20】
A．smallB．littleC．goodD．large


【小题1】B
【小题2】A
【小题3】C
【小题4】A
【小题5】D
【小题6】B
【小题7】C
【小题8】D
【小题9】A
【小题10】B
【小题11】C
【小题12】D
【小题13】C
【小题14】B
【小题15】A
【小题16】B
【小题17】A
【小题18】D
【小题19】B
【小题20】A

解析试题分析：文章主要讲解了公平贸易联盟成立的历史及其成立的宗旨，并介绍了这个组织下所提供的产品都会有一种FAIRTRADE的标记同时介绍了这些公平贸易产品的市场情况。
【小题1】A. discovered发现B. founded成立C. encouraged 鼓励D. promoted促进；前文讲到公平贸易联盟The Fair Trade League，所以应该是成立于1881年。故选 B
【小题2】A. imports 进口B. exports出口C. output输出D. trade贸易；后文讲到barriers to imports.进口壁垒，所以此处应该是用来限制外国的进口的，故选A
【小题3】A. disobey 违反B. break打破C. use 使用D. study学习，研究；在美国，商业和劳工组织都使用公平贸易的法律来构建所谓的进口贸易壁垒。故选C
【小题4】A. suspects怀疑   D. advertises广告；这种就是所谓的反倾销条例，它允许一个公司怀疑另一个外国公司以低于成本价的方式而买产品。故选A
【小题5】A. agreement协议B. contract合同C. game游戏D. competition竞争；这种反倾销条例是要求政府对那些公司征收特殊的税来保护其国内公司，免遭不公平的竞争，故选D
【小题6】A. worries 担心B. minds想法C. comments评论D. projects项目；这种贸易保护主义的思想是背离了那些英国历年举行公平贸易周的那些组织者的初衷。minds想法，初衷，故选B
【小题7】A. educational 教育意义的B. political政治的C. worthy有价值的，相称的D. immediate立刻的；这些组织者的真正目的是提高支付给发展中国家农民的前。符合题意的只有C.
【小题8】A. favour偏爱，赞同B. benefit益处C. interest利益D. produce产品；为发展中国家的农民所提供的产品支付更高的价钱。故选D
【小题9】这里运用了定语从句，depend on依赖于，on提前，句意：发展中国家的农民们依靠中间商将他们的产品远销海外。故选A
【小题10】like像…，像可可粉、咖啡、茶和香蕉等公平贸易的产品就不会与欧洲国内的产品进行竞争，故选B
【小题11】A. instead代替B. otherwise否则C. therefore因此D. anyhow无论怎样；前文讲到不会和国内的产品竞争因此不会有贸易保护主义的动机。故选C
【小题12】贫困国家农场合作社将支付了保证金和满足劳动和环保标准的产品作为交换，来为他们的产品提供fairtrade的标记，故选D
【小题13】A. secretly秘密地B. publicly 公共地C. officially官方地D. successfully成功地 ；这个标志是一个名叫FAIRTRADE Labeling Organization的官方组织所给的，故选C
【小题14】这个标志允许超市和别的商店以一个更高的价钱出售这些产品，故选B
【小题15】A. normal 通常的B. potential潜在的C. lowest最低的D. best最好的，前文讲到在超市或是别的商店卖的东西要比平常的贵，所以选A
【小题16】while表示两个动作同时进行，第三世界的农民的收入会增加，同时第一世界的消费者们也会逐渐的感到是件好事，故选B
【小题17】A. launched启动B. arranged安排C. invented发明D. developed开发；这个公平贸易运动是开始于20世界80年代，故选A
【小题18】A. wanted想要B. refused 拒绝C. had有D. decided决定；句意：英国的下议院决定只提供这种公平贸易的咖啡，故选D
【小题19】A. telling告诉B. representing代表C. Choosing选择D. receiving接收；到2007年为止，超过600个组织，代表着58个国家的140万农民正在出售这种公平贸易的产品。故选B
【小题20】前文作者语意进行转折，所以虽然英国四分之一的香蕉都是这种标示的，但跟全球的可可粉，茶，咖啡来比，仍然是一个很小的份额，故选A
考点：政治经济文化类说明文
点评：本文较难，一般经济，科技类的文体都是学生比较难解答的题。说明文是历年高考很常见的文体，对于科技类的说明文比较难，而对于说物的文体较容易。本文中，把握好一个中心即介绍了公平贸易的宗旨和历史。同时，解答此类文章首先花时间进行整体的阅读，不要逐一作答，在理解文意后再结合语法进行句子成分分析，将长句难句进行划分，最终理解句意。

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相关题目

E

In 1789 the US. government passed a law which said that the land of the American Indians could never be taken from them without their agreement. One hundred years later, however, the Indians only had a very small part of the land that originally belonged to them. How did this great injustice occur?

After 1812 white settlers began to move west across North America. At first, the settlers and the Indians lived in peace. However, the number of settlers increased greatly every year, and slowly the Indians began to see the white settlers as a danger to their survival. To feed themselves, the settlers killed more and more wild animals. The Indians, who depended on these animals for food, had to struggle against starvation. The settlers also brought with them many diseases which were common in white society, but which were new for the Indians. Great numbers of Indians became sick and died. Between 1843 and 1854 the Indian population in one area of the country went down from 100,000 to 30,000.

More land was needed for the increasing number of white settlers. In Washington, the old respect for the rights of the Indians disappeared. The old promises to the Indians were broken; the government began to move groups of Indians from their original homelands to other poorer parts of the country. Some Indians reacted angrily and violently to this treatment. They began to attack white settlers, and the Indian war began. For 30 years, until the late 1880s, different groups of Indians fought against the injustices of the white man. They had a few famous successes, but the result of the struggle was never in doubt. There were too many white soldiers, and they were too powerful. Many Indians were killed; the survivors were moved from their homelands to different areas of the country. It was a terrible chapter in the history of a country that promised freedom and equality to everyone.

72．It can be inferred from the passage that______.

A．in the US there were many laws that provided to the rights of American Indians

B．the law which was passed in 1789 by the US government was not successfully carried out

C．in the 19th century no injustices were done against the Indians by the US government

D．the majority of white settlers were openly opposed to the law passed in 1789

73．According to the passage which of the following is true?

A．The Indians believed that killing too many wild animals had disturbed the balance of nature.

B．The government began to have a better understanding of the Indians in the 1850s.

C．Between 1843 and 1854 about 70,000 Indians were killed in the battle.

D．The whites carried serious diseases into where the Indians lived.

74．It is implied in the passage that______.

A．the Indians had many great successes in the Indians war

B．the Indians had no doubt that they would win the war

C．after the war the Indians stayed where they were before

D．the Indians were too weak to win the struggle

75．The last sentence of the passage______.

A．serves as the author's comment on the historical event described above

B．gives the reader the impression that injustice is everywhere in the US

C．makes a conclusion that such events talked above will never happen again

D．brings about the topic that how the US government will deal with the problem

 

     An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

Deciding what you want to learn more about.
 

Selecting either a participant or a   __(9)  .
 

Making a list of possible interview questions.
 

  (10)  with general questions and save more sensitive ones for later.
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

第四部分：任务型阅读（每小题1分，满分10分）

    请认真阅读下列短文，并根据短文的内容要点完成文章后的表格。注意：补全填空应符合语法和搭配要求，每空只填一个单词。请将答案写在答题纸上的相应位置。

An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

第三部分：阅读理解（共15小题，每题2分，满分30分）

阅读下列短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

A

Many people have described television as a passive activity that is harmful to children’s

education. However，there are good and bad ways to watch television．Parents who are interested in using television as a learning tool can actually turn time in front of TV into an educational chance．

Probably the most familiar educational way to use television is to simply watch educational programs．In particular，this means selecting channels and programs specially designed for educational purposes．Along with traditional educational shows for children on public broadcasting channels，cable television now offers kids and adults a wide variety of educational programs，with everything from nature shows to historical events in different countries．

Captioning，such as “closed captioning” for hearing disabled viewers provides another way for parents to exploit（开发） the educational possibilities of television．One study showed that children who watched captioned TV got great improvement in their vocabulary and oral reading ability．In addition，parents can make any show a learning class by watching television together with children．By actively joining children in the programs that they are watching，parents can help with the development of such skills as predicting  and summarizing．In order to develop predicting skills，parents and children could first refer to a program’s description in a viewing guide．After reading the program description and guessing what might happen in the program，parents and children could watch together to see which predictions were correct．And to practice summarizing，after watching a program，parents can turn off the TV and ask what the story was about．This kind of activity helps children develop thinking skills such as arranging events in an order and memorizing information．

Although there will still be plenty of times when children watch TV simply for passive enjoyment，parents can help make at least part of their children’s viewing time a more productive activity．Used intelligently by exploiting the learning chances available through various programs，television can play an instructive role in children’s education．

56．Which activity is NOT suggested in the passage?

A．Predicting and summarizing TV shows  B．Watching captions on TV．

C．Enjoying films about nature．              D．Watching shows for homework．

57．We can learn from the last paragraph that ______．

A．not every minute when a child watches television must be educational

B．children should not use television for passive enjoyment

C．some children prefer reading to watching television

D．television offers more learning chances than school

58．Which of the following questions is the major one discussed in the passage?

A．What makes television more interesting than books?

B．Why should schools put television into classrooms?

C．How can parents use television as a teaching tool?

D．Which program can actually make kids smarter?  

 

There seems never to have been a civilization without toys, but when and how they developed is unknown. They probably came about just to give children something to do.

In the ancient world, as is today, most boys played with some kinds of toys and most girls with another. In societies where social roles are strictly determined, boys pattern their play after the activities of their fathers and girls after the tasks of their mothers.This is true because boys and girls are being prepared, even in play, to step into the roles and responsibilities of the adult world.

What is remarkable about the history of toys is not so much how they changed over the centuries but how much they have remained the same. The changes have been mostly in terms of skill, mechanics, and technology. It is the universality of toys with regard to their development in all parts of the world and their insistence to the present that is amazing. In Egypt, the US, China,Japan and among the Arctic peoples, generally the same kinds of toys appeared. Variations depended on local customs and ways of life because toys reflect their surroundings.Nearly every civilization had dolls, little weapons, toy soldiers, tiny animals and vehicles.

Because toys can be generally regarded as a kind of art form, they have not been affected by technological quick development that characterize inventions for adult use. The progress from the wheel to the ox-cart to the automobile is a direct line of ahievement. The progress from a rattle(拨浪鼓) used by a baby in 3000 BC to one used by a baby today, however, is not characterized by inventiveness. Each rattle is the product of the artistic tastes of times and subject to the limtations of available materials.

1.. The reason why the toys most boys play with are different from those that girls play with is that_________.

A．their social roles are strictly determined

B．most boys would like to follow their fathers’ professions

C．boys like to play with their fathers while girls with their mothers

D．they like challenging activities

2.. Which of the following is the author’s view on the historical development of toys？

A．The making skills in toys has remained essentially unchanged.

B．Toys have remained basically the same all through the centuries.

C．The toy industry has witnessed great improvement in technology in recent years.

D．Toys are playing an increasingly important role in shaping a child’s character.

3.. Regarded as a kind of art form, toys________.

A．follow a direct line of achievement

B．also appeal greatly to adults

C．are not characterized by technological progress

D．reflect the pace of social progress

4.. The author uses the example of a rattle to show that________.

A．in toy-making there is a continuity in the use of materials

B．even the simplest toys can reflect the progress of technology

C．it often takes a long time to introduce new technology into toy-making

D．even a simple toy can mirror the artistic tastes of the time

 

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