A History of Scandinavian Socially Responsible Investing

英美文学史练习题和复习资料44. The Victorian PeriodMultiple-choice questions1.In Hard Times, Dickens attacks ______ that rules over the English educationalsystem and destroys young hearts and minds.A.bourgeois commercialismB.religious hypocrisyC.the utilitarian principleD.political corruptness2.______ is the first important governess novel in the English literary history.A. Jane EyreB. EmmaC. Wuthering HeightD. Middlemarch3.Which of the following best describe the nature of Hardy?s later novels?A. SentimentalismB. SurrealismC. Comic senseD. Tragic sense4.______ is the most representative Victorian poet whose poetry voices the doubtand the faith, the grief and the joy of English people in an age of fast change.A. Robert BrowningB. Alfred TennysonC. George G. ByronD. Thomas Hardy5.Which of the following statements is not a typical feature of Charles Dickens?A.He sets out a large-scale criticism of the inhuman social institutions and thedecaying social morality.B.His works are characterized by a mingling of humor and pathos.C.The characters portrayed by Dickens are often larger than life.D.He shows a human being not at moments of crisis, but in the most trivialincidents of everyday life.6.“As for society, he was carried every other day into the hall where the boys dined,and there socially flogged as a public warning and example.”What figure of speech is used in the above sentence?A. SimileB. MetaphorC. IronyD. Overstatement7.“I will drink/ life to the lees.” In the quoted line Ulysses is saying that he ______till the end of his life.A.will keep travelling and exploringB.will go on drinking and being happyC.would like to toast to his glorious lifeD.would like t drink the cup of wine8.“She smiled, no doubt,/ Whene?er I passed her…/ … This grew; I gave commands;/ Then all smiles stopped together.” The quoted lines imply that she ______.A.obeyed his order and stopped smiling at everyday, including the duke.B.obeyed his order and stopped smiling at anybody except the duke.C.Refused to obey the order and never smiled againD.was murdered at the order of duke9. A contemporary of Alfred Tennyson, ______ is acknowledged by many as themost original and experimental poet of the time.A. Thomas CarlyleB. Thomas B. MacaulayC. Robert BrowningD. T. S. Eliot10.Most of Hardy?s novels are set in ______, the fictional primitive and crude ruralregion that is really the home place he both loves and hates.A. YorkshireB. WessexC. LondonD. Manchester11.“The floating pollen seemed to be his notes made visible, and the dampness of thegarden the weeping of the garden?s sensibility.” The quoted sentence is suggestive of ______.A.the richness of the music in the gardenB.the beauty of the scenery in the gardenC.the great power of the music in affecting the environmentD.the harmony and oneness of the music, the garden and theheroine Tess.12.In the statement “---Oh, God! Would you like to live with your soul in thegra ve?” the term “soul” apparently refers to ______.A. Heathcliff himselfB. CatherineC. one?s spiritual lifeD. one?s ghost13.“I have talked, face to face, with what I reverence; with what I delight in --- withan original, a vigorous, an expanded mind.” Here in the quoted passage, Jane isreally saying that she has talked face to face with ______.A.God who appears in her dreamsB.The reverent priestC.Mr. RochesterD.Miss Ingram14.In the clause “As Mr. Gamfield did happen to labor under the slight imputation ofhaving bruised three or four boys to death already…” , the word “slight” is used as a(n) ______.A. simileB. metaphorC. ironyD. overstatement15.Dickens takes the French Revolution as the background of the novel ______.A. Great ExpectationsB. A Tale of Two CitiesC. Bleak HouseD. Oliver Twist16.The Victorian Age was largely an age of _____, eminently represented by Dickensand Thackeray.A. poetryB. dramaC. proseD. epic prose17.The title of Alfred Tennyson?s poem “Ulysses”reminds the reader of thefollowing except ______.A. the Trojan WarB. HomerC. questD. Chirst18.The character Rochester in Jane Eyre can be well termed as a ______.A. conventional heroB. Byronic heroC. chivalrous aristocratD. Homeric hero19.Mr. Micawber in David Copperfield and Sam Well in Pickwick Pape r are perhapsthe best ______ characters created by Charles Dickens.A. comicalB. tragicC. roundD. sophisticated20.The typical feature of Robert Browning?s poetry is the ______.A. bitter satireB. larger-than-life caricatureC. Latinized dictionD. dramatic monologue21.In Tess of the D’Urbervilles, Thomas Hardy resolutely makes a seduced girl hisheroine, which clearly demonstrates the author?s ______ of the Victorian moral standards.A. blind fondnessB. total acceptanceC. deep understandingD. mounting defiance22.In Hardy?s Tess of the D’urberville s, the heroine?s tragic ending is due to ______.A. her weak characterB. her ambitionC. Angel Clare?s selfishnessD. a hostile society23.“The dehumanizing workhouse system and the dark, criminal underworld life” arethe right words to sum up the main theme of _____.A. David CopperfieldB. A Tale of Two CitiesC. Oliver TwistD. Bleak House24.“For a week after the commission of the impious and profane offence of askingfor more, Oliver remained a close prisoner in the dark and solitary room to which he had been consigned by the wisdom and mercy of the board.”In the above passage quoted from Oliver Twist, Dickens uses the words “wisdom”and “mercy” ______.A. ironicall yB. carelesslyC. nonchalantlyD. impartially25.“…and then how they met I hardly saw, but Catherine made a spring, and hecaught her, and they were locked in an embrace…” In the quoted passage, Emily Bronte tells the story in ______ point of view.A. first personB. second personC. third person limitedD. third person omniscientBlank filling1.Dickens?best-depicted characters are those innocent, virtuous, helpless_child__characters, those horrible and grotesque characters and those broadly humorous or __comical___ ones.2.Charlotte Bronte?s works are famous for the depiction of the life of themiddle-class working women, particularly __governess____.3.Wuthering Heights is the ___only___ novel written by Emily Bronte.4. A contemporary of Alfred Tennyson, __Robert Browning__ is acknowledged bymany as the most original and experimental poet of the time.5.__In Memorian____, Tennyson?s greatest work, ispresumably an elegy on thedeath of a dear friend.6.In her study of human life, George Eliot paid particular attention to therelationship between the individual personality and the social environment_. 7.Thomas Hardy is often regarded as a __transitional___ writer, in whose works wesee the influence from both the past and the present, both the traditional and the modern.8.The major novelists of the Victorian period made bitter and strong criticism_ ofthe inhuman social institutions and the decaying social morality.9.The Victorian Age in English literature was largely an age of prose, especially othe __novel____.10.The typical feature of Robert Browning?s poetry is the __dramatic monologue_.Reading comprehension(for each of the quotations listed below please give the name of the author and the title of the literary work from which it is taken and then briefly interpret it.)1.“Let it not be supposed by the enemies of …the system?, that during the period ofhis solitary incarceration, Oliver was denied the benefit of exercise, the pleasure of society, or the advantages of religious consolat ion.”Reference：The sentence is taken from Charles Dicken s? early novel, Oliver Twist. It is a typical example of irony. The word “benefit”, “pleasure”, and “advantage” actually mean theopposite. For the “benefit” of exercise, Oliver was whipped every mo rning in a stone yard; for the “pleasure” of society, he was carried every other day into the dinning hall and flogged as a public warning and example to the boys; and as for the “advantages” of religious consolation, he was kicked into the same apartment every evening at prayer time and listen to the boy?s prayer to be guarded against his sins and vices. The ironic statement is, in fact, a bitter denunciation and fierce attack at the brutal, inhuman treatment of the poor orphan by the workhouse authority.2.“Do you think, because I am poor, obscure, plain and little,I am soulless andheartless? --- You think wrong!--- I have as much soul as you--- and full as muchheart…I am not talking to you now through the medium of custom, conventionalities, or even of mortal flesh;---it is my spirit that addresses your spirit; just as if both had passed through the grave, and we stood at God?s feet, equal--- as we are!”Reference: The statement is taken from Charlotte Bronte?s masterpiece Jane Eyre. In this famous declaration, Jane proves herself a new, unconventional woman, a woman who believes in the basic human rights, in the independence and equality of people of all social classes. She is courageous enough to defy the social conventions that discriminate against the poor and the unfortunate and deprive them of their right to equality. It is not just a personal protest and declaration a governess makes to her master, but a declaration made on behalf of all the unfortunate middle-class working women, and of all the poor people in the world.3.“He flung himself into the nearest seat, and on myapproaching hurriedly toascertain if she had fainted, he gnashed at me, and foamed like a mad dog, and gathered her to him with greedy jealousy. I did not feel as if I were in the company of a cr eature of my own species…”Reference: The sentences are taken from Emily Bronte?s Wuthering Heights. It is a description of the mad, desperate love between Catherine and Heathcliff in her death scene. Heathcliff, seeing his love on the verge of death, was heart-broken. Though they two tortured each other with many a false charge, they were eager to cling to each other at this last moment. Heathcliff, in his eagerness to have her all to himself, now behaved like an animal greedily and jealously guarding his dear one or treasured prey. The terms “gnashed” and “foamed”, simple action words, vividly presents the image of a man desperate in his desire to take possession of his beloved and in his anxiety that someone would come and take her away from him.4.“Tho?/ We are not now that strength which in old days/ Moved earth and heaven;that which we are, we are;/ One equal temper of heroic hearts,/ Made weak by time and fate, but strong in will/ To strive, to speak, to find, and not to yield.”Ref erence: These lines are taken from Alfred Tennyson?s “Ulysses”. In this poem, the old Ulysses is trying to persuade his old followers into setting upon further adventurewith him again. in these lines, he argues that great strength they used to have in their past glorious days, they still have the same strong will and the same heroic spirit to go on struggling and seeking new knowledge until the end of their life. his undying heroic spirit is admirable, indeed.5.“I repeat,/ The Count your master?s known mu nificence/ Is ample warrant that nojust pretense/ Of mine for dowry will be disallowed; / Though his fair daughter?s self, as I avowed/ As starting, is my object.”Reference: These lines are taken from Robert Browning?s “My Last Duchess”. The main idea is that even though, as I said at the very beginning, my real interest in the marriage is his beautiful daughter (it should be his niece) herself, my claim of the money and property that must come with the bride can?t be refused by your master, the Count, because he is such a rich man. The statement reveals the Duke?s unashamed greediness for wealth. From his word, the reader can easily come to the conclusion that his real purpose of the second marriage is not for love, but for money. The marriage is conditioned by his demand for profit. The sacred marriage between people has been commercialized by him.。

高三英语阅读理解推断题单选题40题答案解析版1. The passage mainly talks about_____.A. the history of scienceB. the development of technologyC. the importance of scientific researchD. the future of scientific exploration答案：C。

本题主要考查对文章主旨的推断。

文章中多次提到科学研究带来的好处以及对社会的重要性，可推断出文章主要谈论科学研究的重要性。

选项A 文章中未提及科学的历史；选项B 技术的发展并非文章主要内容；选项D 文章未重点讨论科学探索的未来。

2. We can infer from the passage that_____.A. scientists are always rightB. scientific research is easyC. scientific discoveries are accidentalD. scientific research requires patience and hard work答案：D。

文章中可能提到科学家们经过长时间的努力和不断尝试才取得成果，可推断出科学研究需要耐心和努力。

选项 A 科学家不总是正确的；选项B 科学研究并不容易；选项C 科学发现不完全是偶然的。

3. According to the passage, which of the following is true?A. Science can solve all problems.B. Science is only useful for big projects.C. Science has both positive and negative effects.D. Science is not important for daily life.答案：C。

河南省信阳高级中学2023-2024学年高一上学期1月测试英语试卷学校:___________姓名：___________班级：___________考号：___________一、阅读理解SCANDINA VIAN STARTUPSKahoot!The game-based learning platform is used in half of US schools, offering some 60 million competitions. The idea is to make learning “great and fun,” says, the company’s CEO. Last year, Kahoot! had more than one billion players worldwide.Founded:2013XPLORAXPLORA founder Sten Kirkbak nearly lost his son Filip, at a shopping centre nine years ago, so he built a device that makes it possible for parents to know where their children are at all times. It is a bit like a speakerphone with a camera, but for old people it also tells the wearer when to take medicines.Founded:2016reMarkableA black-and-white e-paper device made for notetaking, users write on the reMarkable, and text recognition software changes it into type. “We neither have many meetings, nor do much talking,” says founder Magnus Wanberg.Founded:2016No IsolationThis startup, founded by Karen Dolva, Marius Aabel, and Matias Doyle, hopes to help socially isolated (孤立的) people — its first product was a small robot called A Vl, which acts as the eyes and voice of a child forced to stay at home or in hospital. More than 850 A Vls are in use in 13 countries; 160 at over 100 UK schools. No Isolation’s latest device is KOMP. Made for old people, it enables simple video calls and messaging.Founded:20161．Which of the following startups connects learning with games?A．No Isolation.B．reMarkable.C．XPLORA．D．Kahoot! 2．What gave Sten Kirkbak the idea for his device?A．The experience of nearly losing his son.B．The growing number of lonely kids.C．The need to keep the old safe.D．The special needs of the old.3．What can we know about No Isolation?A．It was founded earlier than the other three.B．It was started by more than one person.C．It provides services for teens only.D．It is mainly used in the UK.Prom(高中毕业舞会)is a day you’ll never forget. It’s one of the most important events of your senior year, one you certainly don’t want to miss.About a month before prom, I started my countdown(倒计时). It took me about a week to find my dress. I bought it secondhand, but it was the most beautiful dress I’d ever seen-not too fancy, just the look I wanted. My shoes were bought from Wal-Mart. It might not seem the best place for shoes, but they were so comfortable that I couldn’t wait to dance all night long in them. My cousin Melissa did my hair and make-up. I received so many compliments(恭维）at prom about my hair and make-up and I felt grateful to her.I had much fun with a group of friends. We danced for four hours and I felt as if my feet were going to fall off. After that came the dessert buffet(自助餐). There were four to five tables filled with sweets. I only had a piece of chocolate cheesecake and this little cup of strawberry dessert, but both were to die for.By the time the casino(老虎机)and magician arrived, everyone was super tired. I wanted to sleep, but I went out into the hall with friends and took pictures. At around 6:30 am, we headed into the breakfast hall for breakfast and goodbyes. Although it wasn’t the last time we would be seeing each other, it felt as if we were leaving behind so much.Prom is going to be one of the best times in your life. Don’t think of it as a dance. Think of it as a life-changing moment. I know it was for me.4．Paragraph 2 is mainly about the author’s_______.A．plans for the prom B．decision to attend the promC．regrets at the prom D．preparations for the prom5．At the prom, the author did all except______.A．dancing B．sleeping C．taking photos D．eating sweets 6．What does the author think of the prom?A．It is a good chance to danceB．It is an occasion to say goodbyeC．It is a life-changing event with funD．It is the most important to senior students7．What’s the best title for this text?A．Going to prom B．Senior promsC．Best time in your life D．Last moment of senior yearTurning 18 is a big deal when you are a teenager. It means you are responsible for yourself and don’t need your parents’ permission any more. However, there are lots of opinions about when one becomes an adult. Some are based on science, while others are personal opinions. While currently the age is 18, science supports 25 as a more sensible age for adulthood, and I agree.While studying the brain of teenagers, scientists have learned that when kids are around l8, their prefrontal cortex (前额皮层) is only halfway developed. The prefrontal-cortex helps people set and achieve goals by receiving signals from different regions of the brain to process information and adapting accordingly. That halfway development means that you still have things to learn and your brains still have time to develop until the age of 25.Some people think going off to college and living on your own qualify (使……具有资格) san adult, while others may believe having a steady income and being able to afford to live on your own are what make you an adult. Not everyone has a fortunate life where they have family that can provide support; there are situations where you are forced to become an “adult” whether you like it or not.In the foster care (寄养) system, once a child turns 18, he or she is considered an adult and can no longer receive state-sponsored support. These children are forced into a life where they have no family or anyone to support them other than those who were there for them in the system.Having a quality job will allow you to supply yourself with necessary things to live and help you become a more mature and responsible person. Also, going through difficult times and realizing life isn’t as easy as it seems, should qualify someone as an adult.8．What is the author’s attitude toward considering 25 as an age for adulthood?A．Cautious.B．Uncaring.C．Doubtful.D．Positive. 9．How does the prefrontal cortex work to help people set and achieve goals?A．By dealing with received signals and responding accordingly.B．By collecting information from other parts of the body.C．By sending instructions to different regions of the brainD．By transporting sensed emotions and making records10．What does the author intend to do in paragraph 3?A．Give a definition of adulthood.B．Stress the importance of family support.C．Prove not everyone lives a fortunate life.D．Show opinion on becoming an adult is divided11．What is one standard qualifying you as an adult according to the author?A．Setting up a family.B．Being responsible for your study.C．Accepting and learning from the low moments in life.D．Buying yourself quality things to live.Take your dog for a meal. At more restaurants including some of the most fashionable ones, dining with animals is now part of the evening’s menu.When locals in Key West, go out to dinner, a popular place is an open-air restaurant. On entering the restaurant, they’ll likely see a cat next to a sign that says “Pet the Cat, $1.”For the owners of the restaurant, serving human guests alongside their pets is a no-brainer. Since they opened the restaurant, they’ve had a friendly rule towards pets, the one that allows pets into the restaurant in a given week.Americans more and more depend on restaurants (they eat 4.2 meals out each week), it’s only natural that the family pet is finally getting into the act. Enter “pet-friendly restaurants” into an Internet search engine and many restaurants come out.Why do restaurants court pets? “Dogs never send their food back,” jokes one owner.The trend(趋势) doesn’t only belong to common places. Many high-rank restaurants also have followed the trend. And there are some cooks making a special effort to treat those with four legs. Lorie Ann, co-owner and cook at a restaurant named Fish Wagon in Calif., specializing in German and French food, serves a free home-made “doggie burger” and a few doggie “cookies” to non-human guests.Even as more restaurants seek to draw pet owners, they are still the exception. Mostlocal health rules make it clear that pets should be prevented from restaurants and suggest that they be kept out of open-air areas. Still, many officials don’t pay attention to the rules and allow pets to sit outside with their owners.To make pet owners convenient within the rules, some restaurants allow pets to sit with their owners only when the animals are “parked” just outside the designated (指定的) dining area .12．Why does it become part of the evening’s menu to take pets for a meal naturally in America?A．Many restaurants aim to please non-human guests.B．People have meals out more often than ever before.C．Pet owners want to give their pets better things to eat.D．More and more restaurants have friendly rules for pets.A．Try to clean.B．Try to stop.C．Try to please.D．Try to introduce. 14．What can be inferred from the last two paragraphs?A．Restaurants please owners in order to bring more dogs.B．Restaurants give more special service to pets than humans.C．Health rules don’t have any influence on dining out with pets.D．Restaurants try to balance between the rules and guests’ need.15．Which would be the best title for the passage?A．Pet Meals B．Petting Cats in RestaurantsC．Pet Owners D．Dining out with Your PetsIn the long history of about 5,000 years, numerous Chinese traditional festivals were celebrated in memory of gods or some significant days, some of which are passed down from generation to generation and people always practice special traditional activities in each festival.Qingming FestivalQingming Festival is on the 15th day after Spring Equinox, round April 4 or April 5 every year. 16 They remove the weeds growing on the ancestors’ tombs to make them clean, so this festival is also called Tomb-sweeping Festival. In some areas, people are forbidden to use fire to cook food, so they only eat cool food.Double Ninth Festival17 The Chinese character of September is the same as 9, so we get this special name. Chinese people, especially the north Chinese, climb the mountains to the peak to enjoy the wonderful scenery, and admire the beauty of chrysanthemum.Winter Solstice(冬至)Winter Solstice is on around December 22 or 23 of solar calendar each year. From Winter Solstice on, the daytime will be longer and longer. 18 In the northern region, people eat dumplings and wonton(馄饨), while in the southern region rice balls.19In China, this festival is in late January or early February, the last day of the Lunar year. People celebrate it by having a family reunion dinner, setting off fireworks and staying up late. Breaking the dishes and bowls is a thing all the people scare, but if you did it, you have to say: “sui sui ping an”. 20A．New Year’s EveB．Spring FestivalC．People will go to worship their ancestors.D．People always visit their friends and relatives.E．That day people in different regions eat different food.F．It is a pun(双关语), meaning you will be healthy every year.G．It is celebrated on Sept. 9th of the Lunar Calendar, around October.二、完形填空Considering Grandma Joy was 85, Brad knew it was impractical. In order to ask her forpark, they would have to drive 500 miles through the night and it would be the first time inThe skies 29 the next day, and they set off. When they crossed a ravine (溪谷), he would held her hand to avoid 30 on the wet path. She moved carefully with the 31 of an 85-year-old woman. They walked slowly. When some people passed her, Brad asked if she wanted to turn back.“I won’t give up even if it is 32 for me,” she told Brad. When they finally 33 the top, the hikers gave her a big round of applause. That night Brad made a campfire. He and his grandmother sat next to each other, feeling the warmth and looking at stars. Brad and Grandma Joy opened the box of their 34 . They talked about families, about loss, pain and regret and about what had happened.“Here I had the 35 to communicate with my grandson,” she said. “I thanked him.I had tears in my eyes. But they were good tears.”21．A．help B．permission C．money D．information 22．A．crazy B．elegant C．careless D．busy 23．A．ever B．always C．never D．still 24．A．camped B．walked C．cycled D．drove 25．A．helpful B．depressing C．generous D．practical 26．A．touched B．adjusted C．surprised D．forgave 27．A．roof B．shelf C．fence D．tent 28．A．successfully B．suddenly C．closely D．properly 29．A．yelled B．pointed C．cleared D．wondered 30．A．laughing B．slipping C．hesitating D．speeding 31．A．commitment B．pace C．assumption D．lesson 32．A．delightful B．difficult C．moving D．changeable 33．A．benefited from B．gave in C．got to D．suffered from 34．A．past B．duty C．joy D．disbelief 35．A．competition B．disagreement C．opportunity D．argument三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

2001 Passage 1Specialisation can be seen as a response to the problem of an increasing accumulation of scientific knowledge. By splitting up the subject matter into smaller units, one man could continue to handle the information and use it as the basis for further research. But specialisation was only one of a series of related developments in science affecting the process of communication. Another was the growing professionalisation of scientific activity.No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can be found to any rule. Nevertheless, the word "amateur" does carry a connotation that the person concerned is not fully integrate d into the scientific community and, in particular, may not fully share its values. The growth of specialisation in the nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for amateur participation in science. The trend was naturally most obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom.A comparison of British geological publications over the last century and a half reveal s not simply an increasing emphasis on the primacy of research, but also a changing definition of what constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represent ed worthwhile research in their own right; but, in the twentieth century, local studies have increasingly become acceptable to professionals only if they incorporate, and reflect on, the wider geological picture. Amateurs, on the other hand, have continued to pursue local studies in the old way. The overall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of referee ing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century. As a logical consequence of this development, separate journals have now appeared aimed mainly towards either professional or amateur readership. A rather similar process of differentiation has led to professional geologists coming together nationally within one or two specific societies, where as the amateurs have tended either to remain in local societies or to come together nationally in a different way.Although the process of professionalisation and specialisation was already well under way in British geology during the nineteenth century, its full consequences were thus delay ed until the twentieth century. In science generally, however, the nineteenth century must be reckon ed as the crucial period for this change in the structure of science.51. The growth of specialisation in the 19th century might be more clearly seen in sciences such as ________.[A] sociology and chemistry[B] physics and psychology[C] sociology and psychology[D] physics and chemistry52. We can infer from the passage that ________.[A] there is little distinction between specialisation and professionalisation[B] amateurs can compete with professionals in some areas of science[C] professionals tend to welcome amateurs into the scientific community[D] amateurs have national academic societies but no local ones53. The author writes of the development of geology to demonstrate ________.[A] the process of specialisation and professionalisation[B] the hardship of amateurs in scientific study[C] the change of policies in scientific publications[D] the discrimination of professionals against amateurs54. The direct reason for specialisation is ________.[A] the development in communication[B] the growth of professionalisation[C] the expansion of scientific knowledge[D] the splitting up of academic societies重点词汇：specialisation ♦☐♏☞☜●♋♓♏♓☞☜⏹（专业化）即special+is(e)+ation，special（特别的；额外的），-ise 动词后缀（specialise即v.专业化），-ation名词后缀；specialist （专家；专科医生）←special+ist后缀表“人”。

Values
Cultural patterns
Social Practices
Norms
Chapter3 The Hidden Core of Culture
The Definition of Values
• According to the Concise Oxford Dictionary, values are : one’s principles or standards; one’s judgment of what is valuable or importance in life.
Chapter3 The Hidden Core of Culture
Case study
• Story 1:
During the American Civil War, a very hungry young man fell down in front of a farm gate. The famer gave him food but in return he asked the young man to move a pile of wood in his yard--- in fact it was not at all necessary to move the wood. When the young man left, the farmer moved the wood back to its original place. Seeing all this, the famer’s son was confused. Q: why did the farmer not just give the young man some food? What values underlie the behavior of the old man?

2022年考研考博-考博英语-中国社会科学院考试全真模拟易错、难点剖析AB卷（带答案）一.综合题(共15题)1.翻译题Translate the underlined sentences into good Chinese.The American tradition has found this view of human history repugnant and false.（1）This tradition sees the world as many, not as one. These empirical instincts, the preference for fact over logic, for deed over dogma, have found their most brilliant expression in the writings of William James and in the approach to philosophical problems which James called “radical empiricism”. Against the belief in the all-encompassing power of a single explanation, against the commitment to the absolutism of ideology, against the notion that all answers to political and social problems can be found in the back of some sacred book, against the deterministic interpretation of history, against the closed universe,（2）James stood for what he called the unfinished universe ― a universe marked by growth, variety, ambiguity, mystery, and contingency ― a universe where free men may find partial truths, but where no mortal man will ever get an absolute grip on Absolute Truth, a universe where social progress depends not on capitulation to a single, all-consuming body of doctrine, but on the unforced intercourse of unconstrained minds.Thus ideology and pragmatism differ radically in their views of history. They differ just as radically in their approach to issues of public policy. The ideologist, by mistaking models for reality, always misleads as to the possibilities and consequences of public decision. The history of the twentieth century is a record of the manifold ways in which humanity has been betrayed by ideology.Let us take an example from contemporary history.（3）It is evident now, for example, that the choice between private and public means, that choice which has obsessed so much recent political and economic discussion in underdeveloped countries, is not a matter of religious principle. It is not a moral issue to be decided on absolutist grounds, either by those on the right who regard the use of public means as wicked and sinful, or by those on the left who regard the use of private means wicked and sinful. It is simply a practical question as to which means can best achieve the desired end. It is a problem to be answered not by theology but by experience and experiment. Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse. They belong to the vocabulary of demagoguery, not to the vocabulary of analysis.So, with the invention of the mixed society, pragmatism has triumphed over absolutism. As a consequence, the world is coming to understand that the mixed economy offered the instrumentalities through which one can unite social control with individual freedom. But ideology is a drug; no matter how much it is exposed by experience, the craving for it still persists. That craving will, no doubt, always persist, so long as there is human hunger for an all-embracing, all-explanatory system, so long indeed as political philosophy is shaped by the compulsion to return to the womb.The oldest philosophical problem, we have noted, is the relationship between the one and the one and the many. Surely the basic conflict of our times is precisely the conflict between those who would reduce the world to one and those who see the world as many—between those who believe that the world is evolving in a single direction, along a single predestined line, toward a single predestined conclusion, and those who think that humanity in the future, as in the past, will continue to evolve in diverse directions, toward diverse conclusions, according to the diverse traditions, values, and purposes of diverse peoples. It is a choice, in short, between dogmatism and pragmatism, between the theological society and the experimental society.Ideologists are afraid of the free flow of ideas, even of deviant ideas within their own ideology. They are convinced they have a monopoly on the Truth. Therefore they always feel that they are only saving the world when they slaughter the heretics.（4）Their objective remains that of making the world over in the image of their dogmatic ideology. The goal is a monolithic world, organized on die principle of infallibility — but the only certainty in an absolute system is the certainty of absolute abuse.The goal of free men is quite different. Free men know many truths, but they doubt whether any mortal man knows the Truth. Their religious and their intellectual heritage join in leading them to suspect fellow men who lay claim to infallibility. They believe that there is no greater delusion than for man to mistake himself for God.（5）They accept the limitations of the human intellect and the infirmity of the human spirit. The distinctive human triumph, in their judgment, lies in the capacity to understand the frailty of human striving but to strive nonetheless.【答案】1.这种传统将世界看成“多”，而不是“一”。

第三部分阅读理解试题解析第一篇一、文章结构总体分析这是一篇论述科学发展的专业化和职业化的文章。

全文客观地描述这一过程，并且以英国地质学的发展为例说明专业化发展导致专业人员和业余人员之间的分化越来越明显。

第一段：科学知识的积累导致知识的进一步分类和分化，即专业化发展。

与专业化发展同时并存的另一现象是科学活动的日益职业化。

第二段：专业化的发展给业余研究者的进入带来了困难，这种趋势在某些科学领域尤为突出。

第三、四段指出：以英国地质学研究为例，说明专业人员和业余人员之间分化越来越明显。

而这种专业化和职业化的分化过程早在19世纪英国的地质学领域就已经开始形成。

二、试题具体解析21. The growth of specialisation in the 21. 19世纪专业化的发展在____科19th century might be more clearly seen 学领域更为显见。

in sciences such as ____.[A] sociology and chemistry [A] 社会学、化学[B] physics and psychology [B] 物理学、心理学[C] sociology and psychology [C] 社会学、心理学[D] physics and chemistry [D] 物理学、化学［答案］D［解析］本题考核的知识点是：事实细节题+ 常识。

文章第二段最后两句话指出，“19世纪专业化的发展要求时间更长、内容更复杂的培训，这使得非专业研究人员面临越来越大的困难。

这个趋势在以数学训练或实验室训练为基础的科学领域显得更为突出。

”四个选项中涉及社会学、化学、物理学、心理学四个学科。

根据常识，物理学、化学与地质学都是以数学和实验室培训为基础的科学，而社会学和心理学则不是。

比较四个选项只有D选项“物理和化学”是正确答案。

22. We can infer from the passage that ____. 22．从文中，我们可以推断出_____。

A Brief History of Old England
The Trace of the English Language
Prehistoric ages: Indo-European. According to the philologists, the original home Indo-European family was the mainland of Europe and the Western part of Asia.
The aboriginals in Britain
The British Isles has her inhabitants long before the record of history, since Paleolithic Age（旧石器时 代）, 50,000years according to more moderate estimates, 250,000 in the opinion of some. The first people in England about whose language we have definite knowledge are the Celts. Celts was probably the first Indo-European tongue to be spoken in England. The other language appeared. It was Latin. In the summer of 55 B.C., Julius Caesar, having completed the conquest of Gaul, invaded Briton, and conquered it. Briton became one of Roman provinces for a very long time. Since then, till 410 A.D., the last of the Roman legions officially withdrawn from the island. About the year 449, as traditionally stated, began the invasion of Britain by certain Germanic tribes, the founders of the English nation.

PART 1History of Sociolinguistics11.1 INTRODUCTIONTo introduce this handbook, the editors map out the gestation of sociolinguistics by focusing on six of the ‘founding fathers’: William Labov, who pioneered a school devoted to showing the rele-vance of social determinants of variation for linguistic theory; Basil Bernstein, the British sociologist whose work on class-related ‘codes’ led to a brief flirtation with American sociolin-guists; Dell Hymes, whose adaptation of Roman Jakobson’s theory of communication (Jakobson, 1960) shaped the ethnography of communication and educational linguistics and who molded soci-olinguistics by editing several pioneering volumes and the flagship journal Language in Society; John Gumperz, founder of interactional sociolin-guistics; and Charles Ferguson and Joshua Fishman. All except Bernstein (although he was invited) attended the Linguistic Institute in Bloomington in the summer of 1964, the land-mark event that launched the field. All (except Bernstein again) served on the Committee on Sociolinguistics of the Social Sciences Research Council, established in 1963 to plan the 1964 seminar and that operated until the early 1970s. All participated in the many conferences and publications which fashioned sociolinguistics in those years, and each continued to publish for the next 30 years, expanding their own interpre-tations of the field. My task in this chapter is to describe and assess the specific contribution of Ferguson and Fishman to the ‘study of language in its social context’, and to explore the nature of the discipline that emerged, trying to explain why it is sometimes called ‘sociolinguistics’ and sometimes ‘the sociology of language’, terms occasionally used interchangeably (Paulston and Tucker, 1997)1 though elsewhere (Bright, 1992; Gumperz, 1971) clearly distinguished.I shall also mention founders omitted from the selected six, such as William Bright, Allen Grimshaw, Einar Haugen, Uriel Weinreich and Sue Ervin-Tripp2 who were also pioneers. Haugen was, by 1963, a senior scholar: after 30 years as chair of Scandinavian Studies at the University of Wisconsin, he was about to take up a chair in Scandinavian and Linguistics at Harvard. He had taught a course on bilingualism at the 1948 Linguistic Institute, and his book on the Norwegian language in America (Haugen, 1953) established him as the leading authority on bilingualism and language shift. He was the first linguist to write about the ecology of language, the title of his 1972 collected papers (Haugen, 1972). His study of Norwegian language planning (Haugen, 1966) was a groundbreaking work.A second major publication in 1953 was that of Uriel Weinreich (1953a), a seminal work that is still regularly cited as the basis for understanding language contact. Fishman (1997c), a friend of his3 from Yiddish youth movement days, summa-rizes his work in sociolinguistics, starting with an undergraduate paper in Yiddish on Welsh lan-guage revival (U. Weinreich, 1944), his doctoral dissertation on Swiss bilingualism, a study ofFerguson and Fishman: Sociolinguistics and the Sociology of LanguageB e r n a r d S p o l s kyTHE SAGE HANDBOOK OF SOCIOLINGUISTICS 4the Russian treatment of minority languages (U. Weinreich, 1953b), and the beginning of the language and culture atlas of Ashkenazic Jewry published a quarter of a century after his prema-ture death. Fishman recalls a paper that the two of them did not write in 1954 on the societal nature of language; Weinreich’s draft was too linguistic and Fishman’s too sociological to negotiate a common version. Weinreich visited the 1964 Linguistic Institute, delivering four lectures on semantic theory (U. Weinreich, 1966). His theory of semantics, Fishman suggested, was ‘profoundly cultural and socio-situational’, and so a comfort-ing antidote to the anti-sociolinguistic theory that Chomsky was establishing.4 Weinreich had a strong influence on many of the founders, not least on his student William Labov. Labov (1997: 147) stresses the contribution to his own development made by a teacher not much older than him and especially the importance of Weinreich’s part in writing a paper which explained the relevance of sociolinguistics to the understanding of language change (U. Weinreich, Labov and Herzog, 1968).A third founder was Susan Ervin-Tripp who joined the Committee on Psycholinguistics as a graduate assistant. Her distinction between com-pound and coordinate bilingualism (Osgood, 1954) led to much research and controversy. Based at Berkeley after 1958, her interest in child language acquisition cross-culturally brought her naturally into sociolinguistics (Ervin-Tripp, 1973). She also joined the Committee on Sociolinguistics in 1966 (Ervin-Tripp, 1997).The task I have been set in this chapter is made more complex by the need to distinguish individ-ual contributions from joint work and both from the working of the Zeitgeist,5 the difficult to docu-ment formation of a consensus on next steps in a scientific field. All of the scholars I have named were already actively engaged in what is now describable as sociolinguistic research and publi-cation before 1964. Shuy (1997) notes that Fishman first taught a course called ‘Sociology of Language’ at the University of Pennsylvania in 1956 and continued to teach it at Yeshiva University. Huebner (1996) that the term ‘socio-linguistics’ was first used by Currie (1952) and picked up by Weinreich (U. Weinreich 1953a: 99) and in articles in Word which Weinreich edited.6 The classic paper on diglossia (Ferguson, 1959) appeared there. At the 1962 LSA Linguistic Institute, Ferguson taught a course with the simple title ‘Sociolinguistics’ and repeated it the follow-ing summer and in the 1965 academic year at Georgetown University. In 1964, Fishman had just completed his pioneering study of language loyalty in the USA (Fishman, 1966).7 Labov had published his Martha’s Vineyard study (Labov, 1962) and was completing the New York dissertation (Labov, 1966) that continues to encourage study of socially-explainable language variation. Gumperz and Hymes were editing the papers from the 1963 American Association of Anthropology meeting (Gumperz and Hymes, 1972), which remains a foundation text. Even without the seminar, research and publication in the field were by then well underway. Bloomington 1964 was a milestone rather than a starting point, buta significant one.1.2 FISHMAN MEETS FERGUSONIn his introduction to the festschrift for Ferguson’s 65th birthday (Fishman, Tabouret-Keller, Clyne, Krishnamurti and Abdulaziz 1986: v), Fishman8 recalls his first contact with Ferguson: ‘It took almost a month for Charles Ferguson and me to realize that we were living next door to each other during the Summer Linguistic Institute of 1964 at Indiana University.’ They had communicated briefly before that; during the summer, both in the seminar that Ferguson chaired ‘primus inter pares’, and with Fishman taking Ferguson’s course (101 Introduction to Linguistics), they became ‘neighbors, colleagues, students (each acknowledging the other as teacher) and close friends, roles we have enacted, either repeatedly or continuously …’In May 1963, Fishman was not on the original list of scholars to be invited to Bloomington, which included Gumperz, Haugen, Immanuel Wallerstein9 or Paul Friedrich, Steven E. Deutsch10 and Dell Hymes. In December, William Labov and William Stewart,11 both about to finish their degrees, were added; a month later, Fishman was also invited (as were Heinz Kloss12 and Basil Bernstein, all three considered sociologists rather than linguists) (Committee on Sociolinguistics 1963–). Fishman had not been sure that he would be included – his only relevant publication was an article on the Whorfian hypothesis (Fishman, 1960), although he had earlier published articles on Yiddish bilingualism, pluralism and minorities, and was just finishing his first major opus (Fishman, 1966) which was to set the path for the host of studies of minority language maintenance and loss that now dominate the sociolinguistic research field. He later (Fishman, 1997a) recalled that he was at Stanford rewriting Fishman (1966) when he first heard about the 1964 seminar and was encouraged to apply by Einar Haugen, also a fellow at the Center for Advanced Studies in the Behavioral Sciences. He phoned Ferguson whose article on diglossia he knew; Ferguson ‘seemed a little cool on the phone’ but accepted the appli-cation. Ferguson quickly came to appreciateFISHMAN, FERGUSON: THE SOCIOLOGY OF LANGUAGE5Fishman’s potential contribution: in a letter written in 1965 trying unsuccessfully to persuade Fishman to stay on the Committee of Sociolinguistics, he wrote, ‘Of all the members, you are most probably the only one whose primary interest is in the field of sociolinguistics, and your publications in the field have been the most extensive. You are con-cerned with both “macro” and “micro” and with relating the two’ (Committee on Sociolinguistics 1963–) (letter from Ferguson in Ethiopia dated 25 November 1965).Fishman did not know what the seminar was going to be like, but he was willing to put up with a hot uncomfortable summer in Bloomington in order to be with ‘a community of like-minded scholars’. When the seminar began, Fishman found the sociologists – including himself, ‘a refurbished social psychologist’ as he noted (Fishman, 1997a: 88) – to be in a weak position because they did not know each other and did not have strong interests in common. Only Fishman, Kloss and Lieberson had published or were ready to publish about language. The anthropologists and linguists had met before, most recently at the 1963 AAA meeting and at the May UCLA meeting. There was a major gap between the two groups and, partly because of that, Fishman returned to his earlier preference for calling the field the sociology of language.13 He com-plained that social problems were not emphasized in Bloomington, and that only annoyance greeted his reference to ‘the fact that people were willing to kill and be killed for their beloved language was being completely overlooked’ (Fishman, 1997a: 93).14At Bloomington and after, a close personal and academic relationship quickly developed between Ferguson and Fishman. Fishman’s state-ment about their friendship has been cited: Ferguson (1997: 80) respected not just Fishman’s extensive empirical studies but his potential for theory-building:I tend to be pessimistic about formulating a basic theory of sociolinguistics; possibly I am unduly pes-simistic. I would think that if Fishman put his mind to it, he could probably come up with a kind of theory. Of course, it would tend to focus on mac-rosociolinguistics (sociology of language), like the books he has written on ethnicity and nationalism and so forth …For Fishman, Ferguson remained his main teacher of linguistics.15 While their research paths diverged, with Ferguson firmly on the linguistic and Fishman firmly on the sociological side, their early conversations and continuing association had a major influence on the growth and shape of the field.1.3 ORGANIZING A NEW FIELDLeft to work alone, there is little doubt that the founders of sociolinguistics would have continued their individual scholarly paths investigating the complex relations between language and society, and the structure and interplay of the two systems evolved to deal with the evolutionary inadequacies of human physiology, rejecting the ideology estab-lished in mainstream linguistics by Chomsky’s lack of interest in meaning and his focus on the competence of an ‘idealized monolingual’. Each of them had come with a different goal and was attracted by a different inspiration. William Bright, for instance, had been trained in American Indian linguistics by M. B. Emeneau and Mary Haas, both of whom continued the interest of Edward Sapir in language in culture; he was thus open to influence in writing his first published paper on lexical innovation in Karuk by a lecture on bilin-gualism from Einar Haugen in 1949 (Bright, 1997: 53). In India on a two-year post-doctoral Rockefeller fellowship, in the course of conversa-tions with Ferguson and John Gumperz, he ‘became aware that a field of sociolinguistics might be developed’ (Bright, 1997: 54). In her obituary of Bright in Language,Jane Hill (2007) cites Murray (1998) as believing that Bright, Gumperz and Ferguson were all influenced by the multilingual patterns they discovered in India when visiting Deccan College in Pune in the mid-1950s.John Gumperz (1997) had been trained in dialectology, wrote a dissertation on the Swabian dialects of Michigan, and then spent two years studying village dialects in a Northern Indian community. There, he worked with many Indian linguists and an interdisciplinary team. He taught at the Indian summer Linguistic Institutes in Pune in 1955 and 1956 alongside American structural linguists and South Asia scholars, some trained by J. R. Firth of the School of Oriental and African Studies (Gumperz, 1997). This combina-tion of fieldwork in complex multilingual com-munities and the opportunity to discuss his work with a diverse group of scholars was, he believes, critical.16There were further discussions at the Foreign Service Institute of the US Department of State where both Ferguson and Bright worked in the 1950s. But it was in the early 1960s that formal activity began. In the late 1950s, the Association of Asian Studies formed a Committee on South Asian Languages, which brought together at various meetings Ferguson, Bright, Gumperz and Uriel Weinreich and produced a 1960 special issue of the International Journal of American Linguistics on linguistic diversity in South Asia (Ferguson and Gumperz, 1960). In 1959, Ferguson became a full-time organizer17when he wasTHE SAGE HANDBOOK OF SOCIOLINGUISTICS 6appointed director of the new Center for Applied Linguistics, a position he held for seven years. With support from several foundations, the Ford Foundation leading (Fox, 2007; Fox and Harris, 1964), the Center made major contributions to the development of the International Association of Teachers of English to Speakers of Other Languages (Alatis and LeClair, 1993), the Test of English as a Foreign Language (Spolsky, 1995), and American Indian education. It also organized several linguistic surveys (Ohannessian, Ferguson and Polomé, 1975), including the Ethiopian study (Bender, Bowen, Cooper and Ferguson, 1976) which Ferguson directed, spending two periods of four months each in the field in 1968–69.Impressed by the successful model of the SSRC Committee on Psycholinguistics (Osgood, 1954), Ferguson proposed in early 1963 holding a seminar on sociolinguistics at the summer Linguistic Institute planned for Indiana University. Through the SSRC, he obtained a grant of $54,800 from the National Science Foundation to help pay the salaries of senior and junior participants. The summer seminar, building on an earlier May 1964 UCLA meeting to which Bright had invited ‘ “the usual suspects”: Haugen, Ferguson, Gumperz, Hymes, Labov and others’ (Bright, 1997: 55) and whose papers were later published (Bright, 1966), pinpointed according to Shuy18 (1997: 30) ‘the creation of modern sociolinguistics’.Thom Huebner (1996)19 summarizes the major activities of the Committee after 1964. In 1966, there was a conference on the language problems of developing nations which established language policy and management as a major component of sociolinguistics (Fishman, Ferguson and Das Gupta, 1968). In the opening paper, Fishman starts with a discussion of ‘sociolinguistics’: ‘Interest in the sociology of language can be traced back quite far … ’. Modern sociolinguistics was not the direct heir, but ‘a byproduct of very recent and still ongoing developments in its two parent disciplines, linguistics and sociology’ (Fishman, 1968b: 3). The stronger interest had come from linguistics. Fishman’s own approach becomes clear in the concluding essay (Fishman, 1968a) in which he explored the relationship between such issues as selection of a national language, adoption of a language of wider com-munication, language planning concerns, and goals for bilingualism and biculturalism. In his own contribution, Ferguson recognized that many of the topics discussed could be dealt with ‘by the conceptual frameworks used in the study of social organization, political systems, or economic pro-cesses’ (Ferguson, 1968: 27), but they depended on understanding of language, such as the ques-tionable belief that a language is backward or needs purifying or modernizing.In 1966, the Committee supported a workshop on teaching sociolinguistics and a project on the acquisition of communicative competence. The manual for cross-cultural study of child language (Slobin, 1967) that resulted has guided much international research (Ervin-Tripp, 1997: 73). In 1968, Dell Hymes organized a conference on pidginization and later published a collection of papers on pidgins and creoles (Hymes, 1971). The following year, Grimshaw (1969) arranged a meeting to look at language as sociological data as an obstacle in cross-cultural sociological research. Continuing work on child language, in 1974 the Committee sponsored a conference on language input and acquisition (Snow and Ferguson, 1977) which led to extensive and continuing research on language socialization (Ervin-Tripp, 1997: 74).The Committee and Ferguson also supported the foundation of the journal Language in Society edited by Dell Hymes in 1972; he was succeeded as editor by William Bright. Ferguson (1997: 86) confessed that he had opposed Fishman’s plan to start his own journal, but admitted he was wrong, as Language in Society and The International Journal of the Sociology of Language have both been productive but different. Ferguson did not found a new organization for sociolinguists,20 and the two major annual conferences NW A V21 and the Sociolinguistics Symposium22 came later; but his organizational work in the 1960s played a major role in forming, consolidating and publiciz-ing what is clearly one of the more fruitful fields for the study of language.Fishman too was an organizer, but one who did not like meetings: his main managerial activities were the planning, direction and interpretation of major research projects, and the encouragement of an impressive body of publication by scholars throughout the world. I have already mentioned the language loyalty study whose publication par-alleled the burst of research in the early 1960s. Shortly after, he started work (with funding from the US Office of Education) on the equally influ-ential study of bilingualism in a New Jersey barrio completed in 1968 and published three years later (Fishman, Cooper and Ma, 1971); among his col-leagues were Robert L. Cooper and for a year John Gumperz. In the 1970s, while he was in Jerusalem, he conducted a study of bilingual edu-cation for the US Office of Education (Fishman, 1976). Also while he was in Israel, with a Ford grant and the help of Robert Cooper and others, he prepared his pioneering study of the spread of English (Fishman, Cooper and Conrad, 1977). During this time, in cooperation with Charles Ferguson and a number of international scholars, he was working on what is still the only majorempirical study of the effectiveness of languageFISHMAN, FERGUSON: THE SOCIOLOGY OF LANGUAGE7planning processes (Rubin, Jernudd, Das Gupta, Fishman and Ferguson, 1977).Apart from significant funded research proj-ects, Fishman’s most important organizational activity has been as an editor. The first venture was a collection of readings on the sociology of language (Fishman, 1968c) which marked out his claim to be the prime exponent and arbiter of the field. Noting the success of this volume, a leading European linguistics publishing house, Mouton of The Hague (now Mouton de Gruyter of Berlin), invited him to start a journal and an associated book series. The International Journal of the Sociology of Language(IJSL) first appeared in 1973, celebrated its centenary issue 20 years later, and has reached 194 issues in 2009. While about one out of six are ‘singles’ issues, the main feature of the journal is the breadth of its internationally edited thematic issues, ranging from the sociology of language in Israel (the first issue celebrating Fishman’s time in Jerusalem) to the latest, a double issue on the sociolinguistics of Spanish. IJSL has served as a powerful instrument for encouraging international study of sociolinguistic issues, and constitutes an unmatched library of descriptions of sociolinguistic situations all around the world. There have been innovative approaches, including the ‘focus’ issues in which a scholar is invited to present a long paper on a controversial topic, such as bilingualism and schooling in the USA or the origin of Yiddish, and a number of other scholars are invited to write comments.23 The journal, like all the other journals in the field is publisher-sponsored and susceptible to market-ing pressure: Fishman (1997b: 239) interprets the absence of organizational support as evidence of the ‘professional marginalization and tentative-ness of the field’ although one may hope that as a result of technological developments, producing the ‘long tail’ that Anderson (2004, 2006) described, if publishers were to drop the journals, there would be web-based alternatives to fill the gaps. Paralleling the enormous contribution of IJSL to sociolinguistics has been the related book series edited by Fishman: some 96 volumes pub-lished by Mouton now carry the ‘Contributions to the Sociology of Language’ imprimatur.In addition to these two major projects, Fishman has planned and edited a distinguished body of edited collections. Macnamara (1997: 175) testifies that the special issue of The Journal of Social Issues that he edited on ‘Problems of Bilingualism’ in 1967 was largely the work of Fishman, who asked him to be editor ‘mainly to give a beginner a leg up’. There are many other volumes giving evidence of Fishman’s work as organizer and developer: two follow-up volumes to the Readings (Fishman, 1968c, 1971) and its companion Fishman (1972b); one on language planning (Fishman, 1974); another on writing systems (Fishman, 1978a); one on soci-etal multilingualism (Fishman, 1978b); a bilingual volume on Yiddish (Fishman, 1981); a second on language planning (again shared with a more junior colleague) (Cobarrubias and Fishman, 1983); an innovative collection of papers on the first con-gresses of language revival movements (Fishman, 1993b); a significant collection dealing with post-imperial English (Fishman, Rubal-Lopez and Conrad, 1996); and, most recently, a collection on the sociology of language and religion24 (Omoniyi and Fishman, 2006).While their contributions to the field were different, it is easy to see how impoverished socio-linguistics would have been without the organiza-tional work of Charles Ferguson and Joshua Fishman. If each of them had been willing to sit quietly in his office, conduct and publish his indi-vidual research, and ignore the challenges and efforts of providing leadership and encourage-ment to others, their individual scholarship would still have had a considerable effect, but their extensive work as organizers of meetings and publishers of other people’s research played a major role in shaping the field as we know it.1.4 S EEKING A COMMUNITY OFLIKE-MINDED SCHOLARSThe terms sociolinguistics and sociology of language both suggest a bidisciplinary approach, a blending of sociologists and linguists in a com-bined effort to see how language and society are related. In spite of his early failure to write a joint paper with Uriel Weinreich, Fishman still believed in the ‘community of like-minded schol-ars’ (Fishman, 1997a: 88) that he hoped to find in Bloomington who could rescue him from the iso-lation he had felt working between the disciplines. He was soon disappointed. He knew only two participants from before, Einar Haugen and Leonard Savitz, a sociologist he had known at the University of Pennsylvania. He knew of Kloss (whose address he was able to give to Ferguson), Gumperz (whom he had met and read), Labov (whose papers Uriel Weinreich had given him), and Stewart (he had read his paper on multilingual typology – a 1962 paper he reprinted as Stewart (1968)). The sociologists were not just outnum-bered (eight to five), but, except for Kloss, had not yet published anything that could be considered sociolinguistics, hardly knew each other, and did not have strong interests in common; the anthro-pologists25 and the linguists had interacted before and were more at home in a seminar conducted as part of a major linguistics event. All knew linguis-tic theory, while none of the sociologists did.THE SAGE HANDBOOK OF SOCIOLINGUISTICS 8The two groups thus formed ‘two cultures’; Fishman (1997a: 91) refers specifically to meth-odological gaps, as when he was asked for his corpus (and quipped in return that you don’t need phonology to explain the causes of World War II), and Gumperz, presenting his pioneering paper on code switching (Blom and Gumperz, 1972) in Hemnesberget that highlighted a conversation he had heard at a party, was asked why he had not carried out statistical tests.Of the sociologists, Lieberson, who was about to publish a paper on a bilingual city (Lieberson, 1965, 1997), edited an early journal issue with important papers on sociolinguistics (Lieberson, 1966) and continued to carry out research and publish in sociolinguistics for some years (Lieberson, 1981). He writes (Lieberson, 1997: 164) that he was particularly influenced by Ferguson, who had ‘a passionate commitment to the field … labels were irrelevant’. He believes that ‘few could match Ferguson in the breath of this overview’. Eventually, he ‘drifted away’ from sociolinguistics which he felt unlikely to be of much interest to sociology. He suspected that the work of Joshua Fishman was having less influence on American sociologists than on sociologists overseas or on other disciplines.Leonard Savitz had been a fellow-student of Allen Grimshaw at the University of Pennsylvania, and Fishman (1997a) reports he met him there and suggested to him that they produce a set of ‘socio-logical readings’ concerned with language. His field was criminology and the sociology of crime, so that the suggestion was not taken up.26 Chester L. Hunt was a sociologist who had carried out research in the Philippines and who wrote a paper at the seminar (Hunt, 1966). Neither continued to work in sociolinguistics.Heinz Kloss considered himself not as a socio-linguist but rather an ‘authority on ethnic law’ (Mackey and McConnell, 1997: 301). Fishman, who found his interest in language, nationality and minorities very appealing, included a chapter (Kloss, 1966) in his book, and was a member of the board that recommended appointing him to the staff of the International Center for Research on Bilingualism at the University of Laval. Many of his proposals, such as the distinction between status and corpus planning, have become key con-cepts in sociolinguistics.There was another sociologist who must have provided Fishman with more support. He refers to Allen Grimshaw as ‘in a special category by him-self’, not a member of the seminar but attending it regularly. Grimshaw (1997) says that his initia-tion to language science was through Savitz. Grimshaw had become interested in language and social contexts during a visit to India in 1961. He writes: ‘I was an informal participant in many of the activities of the seminar and gave a talk to the group about ways in which knowledge about lan-guage might eliminate sociological questions; it was not long before I became more closely involved’ (1997: 101). This involvement included membership and later chairmanship of the Committee on Sociolinguistics, organization of a conference (Grimshaw, 1969), and publication of a number of papers that were later collected by Dill (Grimshaw, 1981).Ferguson (1997: 78) acknowledges that the sociologists made important contributions to the Bloomington seminar but on the whole left it to anthropologists and linguists to develop the field. The participants each had different points of view: Labov wanted to make linguistics more relevant while Fishman wanted to improve sociology. For Ferguson himself, ‘sociolinguistics was just a loose label for phenomena relating language to society’. Over the years, most did not change their opinions.Looking back, one can speculate that it was not just lack of knowledge of each other’s methodolo-gies that kept the fields apart, but a fundamental gap between the issues that concerned them.I recall that in the 1960s, Noam Chomsky would regularly dismiss an argument as ‘not interesting’. With rare exceptions, the topics that interested the linguists did not interest the sociologists, and vice versa. One solution was to train ‘real’ sociolinguists. In his analysis of the interdisciplinary problem, Shuy (1997: 18) notes the problem of training new scholars in two fields: ‘Social scientists did not want to give up anything to get linguistics. Nor did linguists want to give up anything to get social science’. Appended to two of Fishman’s edited volumes (Fishman, 1978a; 1978b), there is a description of ‘A graduate program in the sociol-ogy of language’, with equal number of courses and credit in linguistics, sociology of language, and sociology. It describes the kind of programme he hoped to build at Yeshiva University and pro-posed at the Hebrew University, combining the new field with a solid basis in the two parent dis-ciplines. It just didn’t happen – at Yeshiva, the Language Behavior Program chaired by Vera John-Steiner lasted 10 years, and at the Hebrew University it never started – and in a later paper, Fishman (1991b)27 once again makes a convincing case for the need for sociolinguists to know sociol-ogy and sociologists to respect the significance of language. He puts it strikingly: ‘Sociology, too, although far less messianic in its promise, is chained and waiting, somewhere in its own disci-plinary provincialism, waiting to come to sociolin-guistics, to broaden and deepen it somewhat and to enable it to live up to its name’ (1991b: 67).One sociologist who did appreciate Fishman’swork was Kjolseth (1997: 145) who reports that。

第二单元测评第一部分听力(共两节,满分30分)第一节(共5小题;每小题1.5分,满分7.5分)听下面5段对话。

每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。

听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

1.What can we learn from the conversation?A.Frank was still alive after a car accident.B.Frank’s car was lost.C.Frank fell out of a car.2.Where does the conversation take place?A.In a hospital.B.In a school.C.In a shop.3.What are the two speakers talking about?A.The future plan.B.The weather.C.The TV program.4.Where does the conversation probably take place?A.In the office.B.In the supermarket.C.On the phone.5.Why does the woman want to borrow a car?A.To see a film.B.To meet her parents.C.To go to a party.第二节(共15小题;每小题1.5分,满分22.5分)听下面5段对话或独白。

每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。

听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料,回答第6至8题。

6.Why does Linda ask her daddy to give her something?A.Because it will be cold soon.B.Because it is Linda’s birthday tomorrow.C.Because he has a lot of money.7.What does Linda’s father want to buy for her at first?A.A new coat.B.A new dictionary.C.A mobile phone.8.What will the two speakers do this afternoon?A.Have dinner together.B.Buy a birthday cake.C.Go to the supermarket.听第7段材料,回答第9、10题。

1978. • The Seven Deadly Sins Today, 1978. • A Journey into America, 1985. • (With Mary Gordon and Alexander Theroux) The Revenge of
Failure: The Culture of Envy and Rage, 1994.
centres of official power—though they are certainly part of it—but rather the whole matrix of official and social relations within which power is exercised. The exercise of power in Britain (more specifically, in England) cannot be understood unless it is recognised that it is exercised socially.
• 权利机构，社会关系网
His works
• The Life of Politics, 1969. • The Kennedy Promise, 1973. • The Spoiled Child of the Western World: The Miscarriage of
the American Idea in Our Time, 1976. • The Parties: Republicans and Democrats in This Century,
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Multiple choice. Please choose the best answer among the four items. (10 x 1 ' = 10 ') In American literature, the 18 th century was the age of Enlightenment. _______ wasthe dominant.A. huma nismB. rati on alismC. roma nticismD. evoluti onThe short story “ The Lege nd of Sleepy Hollow” is take n from Irvi ng n amed .A. The Leatherstocki ng TalesB. The Sketch BookC. The AutobiographyD. The History of New York Which of the followi ng is not the characteristic of America n Roma nticismA. Rati on alismB. inner selfC. pers onal feeli ngsD. in dividualism The short story“ Rip Van Winkle ”reveals the __ attitude of its author. A. optimistic B. pessimistic C. con servative D. ironicStylistically, Henry James' ficti on is characterized by . A. short, clear senten cesB. abu ndance of local imagesC. ord inary America n speechD. highly refined lan guageTran sce nden talist doctri nes found their greatest literary advocates in __ a ndThoreau. A. Jeffers on B. Emers on Which is regarded as the“ Declarati C. Fren eau D. Mark Twainon of In tellectual In depe ndence A. The America n Scholar B. En glish TraitsC. OversoulD. Self-relia nee is considered Mark Twain' s greatest achievement. A. The Gilded Age B. Innocent AbroadC. The Adve ntures of Tom SawyerD. Adve ntures of Huckleberry Fi nn is not among those greatest figures in “ Lost GenerationA. Ezra Pou ndB. Robert FrostNaturalism is evolved from realism whe n the a less serious and less sympathetic but more iroC. Walt WhitmanD. Hemi ngway uthor' sttasnniesvriting nic and more . A. rati onal B. humorous Multiple choice. Please choose the best a (10 x 1 ' = 10 ')is the father of America n Literature. C. optimistic D. pessimistic n swer among the four items.A. Benjamin Fra nklinB. Philip Fren eauC. Pai neD. Wash ington Irvi ngis a fan tasy tale about a man who somehow stepped outside the mai n stream of life.1.1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.11. 12. 13.s workA. “ Rip Van Winkle ”B. “ The Pion eers ”C. "The Lege nd of Sleepy Hollow ”D. " The Fall of the House of Usher was the most lead ing spirit of the Tran sce nden tal Club.A. ThoreauB. EmersonC. Hawthor neD. Whitman14.Which of followi ng is NOT a typical feature of Mark Twa in ' s Ian guageA. ver nacularB. colloquialC. elega ntD. humorous15.From Thoreau ' s jail experienee, came his famous essay, ________________ which states hisbelief that no man should violate his con scie nee at the comma nd of a gover nment.A. Walde nB. NatureC. Civil Disobedie neeD. Com monSense16.Which is re garded as the “ Declaration of Intellectual IndependenceA. The America n ScholarB. En glish TraitsC. OversoulD. Self-relia nee17.Most of the poems in Whitman ' s Leaves of Grass sing of -heass” and the en__________ as well.A. n atureB. self-relia neeC. selfD. life18. What did Fitzgerald call the 1920sA. The Roar ing 20sB. The Gay 20sC. The Jazz AgeD. The Lost Ge nerati on19.Naturalism is evolved from realism when the author ' s tone in writing becomesless serious and less sympathetic but more ironic and more ___________ .A. rati onalB. humorousC. optimisticD. pessimistic20.For Melville, as well as for the reader and __________ , the narrator, Moby Dick is stilla mystery, an ultimate mystery of the uni verse.A. AhabB. StubbC. IshmaelD. StarbuckII.Identify Works as Described Below (1'x15 =15 '):1.The novel has a sole black protagonist who tells his own story but whose name in unknown to us.a.Native Sonb.U ncle Tom 's Cab inc.I nvisible Mand. Go Tell It on theMountains2.The main conflict of the play is the protagonist 's false value of fine appearaneeand popularity with people and the cruel reality of the society in which money is everyth ing.a.A Street Car Named Desireb. The Hairy Apec.L ong Day's Jour ney intoNight d. Death of Salesma n3.It is an autobiographical play and Edmund in the play is based on the playwright himself.a. Long Day's Jour ney into Nightb. Hen ders on the Rain Kingc. The Hairy Aped. The Glass Men ageries4.The novel tells of how a black man kills a white woman by accident and how the society is responsible forthe murder.a.Native Sonb.Uncle Tom 's Cabinc.Invisible Mand. Go Tell It on theMountains5.__________ is one of the best works in American literature about the SecondWorld War.a.A Farewell to Armsb.The Catcher in the Ryec.The Red Badge ofCourage d. The Naked and the Dead6.The novel by Hemingway is the best of its kind about World War I.a.A Farewell to Armsb.The Sun Also Risesc.The Old Man and the Sead. The Naked and the Dead7.The novel is about how a family of farmers cannot survive in Oklahoma and travel to California to seek a living and how they suffer hunger in California. a.The Grapes of Wrath b. U.S. A.c.Babbittd. The Adventures of Augie March8.It is a trilogy including The 42nd Parallel , 1919, and The Big Money , with such techniques as biographies,newsreels and camera eye.9.It is a novel which uses the stream of consciousness technique and whose title is taken from Shakespeare's Macbeth .a. Absolom, Absolom!b. The Sound and the Furyc.A Farewell to Armsd. The Great Gatsby10.It is a naturalistic work about how a country girl is seduced and how she becomes a famous actress andhow her lover falls into a beggar and finally commits suicide.a.An American Tragedyb. Sister Carriec. McTeagued.Maggie, A Girl of the Streets11.The novel is set on the Mississippi with the protagonist telling us the story in the local dialect. It is arepresentative work of local colorism.a. Sister Carrieb.The Adventures of Tom Sawyerc. The Adventures of Huckleberry Finnd.The Portrait of a Lady12.The novel is a psychological study of a soldier (Henry Fleming) 's reactions in the Civil War.a.An American Tragedyb. Sister Carriec.The Red Badge of Couraged. McTeague13.The poem is written in free verse in 52 cantos with the theme of the universality and equality in value ofall people and all things.a.Cantosb. The Ravenc. Song of Myselfd.Chicago14.The novel is about how a group of people on a whaling ship kill a great whale but themselves are killedby the whale, with the conflict between man and his fate.a.The Octopusb. Moby-Dickc. The Rise of Silas Laphamd. Leaves of Grass15.It is a philosophical essay in 8 chapters plus an introduction mainly concerned with the four uses ofnature.a. Waldenb. Naturec. The Scarlet Letterd. The American ScholarI.Choose the Best Answer for Each of the Following (1'X15=15'):1.An English ship brought 102 people from Plymouth, England on September 16,1620 and arrived in the present Provincetown harbor on November 21 in the same year. This ship wasnamed ________________________________________ .a. The Pilgrimsb. Mayflowerc. Americad. Titanic2.__________ is father of American drama and in his dramatic career he wrote 49plays.a. Tennessee Williamsb. Eugene O'Neillc. Arthur Millerd. Elmer Rice3.__________ was the first American writer to write entirely American literature.a. Anne Bradstreetb. Washington Irvingc. Mark Twaind. Ernest Hemingway4._______ was the leader of American transcendentalism.a. Benjamin Franklinb. Washington Irvingc. Ralph Waldo Emersond. Henry David Thoreau5._______ was the greatest woman poet in American literature and she wrote about1,700 short lyric poems in her life time.a. Pearl S. Buckb.Harriet Bicher Stowec. Emily Dickensond. Walter Whitman6.__________ is father of the detective story and of psychoanalytic criticism.a. Washington Irvingb. Ralph Waldo Emersonc. Walt Whitmand. Edgar Allan Poe7.William Dean Howells is concerned with the middle class life; ___________________ w ritesabout the upper class society, and Mark Twain deals with the lower class reality.a. Stephen Craneb. Frank Norrisc. Theodore Dreiserd. Henry James8.Which of the following is a naturalistic writera. William Dean Howellsb. Mark Twainc. Ernest Hemingwayd.Theodore Dreiser9.His writings are characterized by simple, colloquial language and deep thoughts.He is _________ .a. Ernest Hemingwayb. William Faulknerc. F. Scott Fitzgeraldd. Mark Twain10.He wrote 18 novels all set in Jefferson Town, Yoknapatwapha County in the deep south. He is .a.William Faulknerb. John Steinbeckc. Ernest Hemingwayd. Mark Twain11. _________ i s Jewish in origin and in many of his novels the American Jews aremajor characters.a. Sinclair Lewisb. Saul Bellowc. Norman Mailerd. Jerome David Salinger12. _________ is often regarded as the greatest American woman poet and she wroteover 1,700 short lyric poems in her life time.a. Anne Bradstreetb. Robert Frostc. H.D.d. Emily Dickinson13. _________ is father of American drama and won the Nobel Prize for literature in1936.a. John Steinbeckb. William Faulknerc. Eugene O 'Neilld. ArthurMiller14.He was the first black American to write a book about black life with great impact on the consciousnessof the nation and his masterpiece is one of the three classics about black Americans. Who is hea. Richard Wrightb. Harriet Beecher Stowec. Langston Hughesd. Ralph Ellison15.Hemingway wrote about American compatriots in Europe whereas _____________wrote about the Jazz age, life in American society.a.William Carlos Williamsb. William Faulknerc. John Steinbeckd. F. Scott Fitzgerald1.Choose the Best An swer for Each of the Followi ng (1 X15 %):2.The American Civil War broke out in 1861 between the Northern states and theSouth states, which are known respectively as the _________________ and the ________ .a. N, Sb. Revolutionaries, Reactionariesc. Union, Confederacyd. Slavery, Anti-Slavery2.________________ was praised by the British as the “Tenth Muse in America ”.a. Anne Bradstreetb. Edward Taylorc. Thomas Pained. Philip Freneau3.Mark Twain was a representative of ____________ in American literature.a. transcendentalismb. naturalismc. local colorismd. imagism4.________ was the leader of American transcendentalism.a. Benjamin Franklinb. Washington Irvingc. Ralph Waldo Emersond. Henry David Thoreau5.The greatest American poet and the first writer of free verse is ____________________ .a. Washington Irvingb.Ezra Poundc. Walt Whitmand. Emily Dickinson6. _________ is father of the detective story and of psychoanalytic criticism.a. Washington Irvingb. Ralph Waldo Emersonc. Walt Whitmand. Edgar Allan Poe7. __________________________________________________________ H enry James is concerned with the upper class life; _________________________________________________________ writes about the middle class society, and Mark Twain deals with the lower class reality.a. Stephen Craneb. Frank Norrisc. Theodore Dreiserd. William Dean Howells8.Which of the following is a naturalistic writera. William Dean Howellsb. Mark Twainc. Ernest Hemingwayd.Theodore Dreiser9.________ 's writings are characterized by simple, colloquial language and deepthoughts.a. Ernest Hemingwayb. William Faulknerc. F. Scott Fitzgeraldd.Mark Twain10. ______ wrote 18 novels all set in Jefferson Town, Yoknapatwapha County inthe deep south. .a. William Faulknerb. John Steinbeckc. Ernest Hemingwayd. Mark Twain11. ________ is Jewish in origin and in many of his novels the American Jews aremajor characters.a. Sinclair Lewisb. Saul Bellowc. Norman Mailerd. Jerome DavidSalinger12. __________ is often regarded as the greatest American woman poet and she wroteover 1,700 short lyric poems in her life time.a. Anne Bradstreetb. Robert Frostc. H.D.d. Emily Dickinson13. ________ is father of American drama and won the Nobel Prize for literature in1936.a. John Steinbeckb. William Faulknerc. Eugene O'Neilld. Arthur Miller14. _______ was the first black American to write a book about black life with greatimpact on the consciousness of the nation and his masterpiece is one of the three classics about black Americans.b.Richard Wright b. Harriet Beecher Stowengston Hughesd. Ralph Ellison15. _________ first used the “Jazz age”as the title of a collection of short storiesa. F. Scott Fitzgeraldb. William Faulknerc. John Steinbeckd. ErnestHemingwayII.Ide ntify Works as Described Below (1 X15 %):6.The play is about a stoker whose identity as a human being is not recognized by his fellow human beingsand who tries to find affinity with a monkey in the zoo and is finally killed by the animal.a. The Hairy Apeb. Henderson the Rain Kingc.Long Day's Journey into Nightd. The Glass Menageries7.The protagonist in this play is a crippled girl named Amanda.a.A Street Car Named Desireb. The Hairy Apec.Long Day's Journey into Nightd.The Glass Menageries8.The hero of this novel tells about his own story to us but his name is unknown.a.Native Sonb.Uncle Tom 's Cabinc.Invisible Mand. Go Tell It onthe Mountains4.It is an autobiographical play and Edmund in the play is based on the playwright himself.a. Long Day 's Journey into Nightb. Henderson the Rain Kingc.The Hairy Aped. The Glass Menageries5.The novel tells of how a black man kills a white woman by accident and how he is finally arrested and triedand sentenced to death.a.Native Sonb.Uncle Tom's Cabinc.Invisible Mand. Go Tell It on theMountains6._____________ is one of the best works in American literature about the SecondWorld War.a.A Farewell to Armsb.The Catcher in the Ryec.The Red Badge of Couraged.The Naked and the Dead6.The novel by Hemingway is the best of its kind about World War I.a. A Farewell to Armsb.The Sun Also Risesc.The Old Man and the Sead. The Naked and the Dead10.The novel is about how a family of farmers cannot survive in Oklahoma and travel to California to seek aliving and how they suffer hunger in California.b.The Grapes of Wrath b. U.S. A.c.Babbittd. The Adventures of Augie March11.It is a trilogy including The 42nd Parallel , 1919, and The Big Money, with such techniques as biographies,newsreels and camera eye.12.It is a novel which uses the stream of consciousness technique and whose title is taken fromShakespeare's Macbeth.a. Absolom, Absolom!b. The Sound and the Furyc.A Farewell to Armsd. The Great Gatsby10.It is a naturalistic work about how a country girl is seduced and elopes with Hurstwood and how shebecomes a famous actress and how her lover falls into beggary and finally commits suicide.a.An American Tragedyb. Sister Carriec. McTeagued.Maggie, A Girl of the Streets11.It is a novel with 135 chapters plus an epilog; in it a group of people on a whaling ship kill a great whalebut they themselves are killed by the whale in the end, except Ishmael the narrator who survives by adhering to a coffin.b.Sister Carrie b.The Adventures of Tom Sawyerc.Moby Dickd. The Portrait of a Lady12.The novel is a psychological study of a soldier (Henry Fleming) 's reactions in the Civil War, in which wound is called the red badge which symbolizes courage. a.An American Tragedy b.Sister Carrie c.The Red Badge of Courage d. McTeague13.The poem is written in free verse in 52 cantos with the theme of the universality and equality in value ofall people and all things.a.Cantosb. The Ravenc. Song of Myselfd.Chicago14.The novel is about how a man falls economically and socially but who rises morally because he gives upthe opportunity to sell his factory to an English Syndicate, which would otherwise mean a ruin to that syndicate.a.The Octopusb. The Rise of Silas Laphamc. Moby-Dickd. Leaves of Grass15.It is a speech delivered at Harvard University. It is often hailed as the “declaration of intellectualindependence ”in America.a. The American Scholarb. Naturec. The Scarlet Letterd. WaldenII. Match the followi ng (1 >20%)A. Match Works with Their Authors1.Hugh Selwyn Mauberly2.Walden3.Autobiography4.The Scarlet Letter5.Leaves of Grass6.The Raven7.The Rise of Silas Lapham8.The Adventures of Tom Sawyer9.Long Day 's Journey into Night10.The Old Man and the Seaa.Mark Twainc. Eugene O 'Neille. Edgar Allan Poeg. Nathaniel Hawthornei. Henry David Thoreauk.Thomas Jefferson b . Ernest Hemingway d. William Dean Howells f. Walt Whitman h. Benjamin Franklin j. Ezra Pound l. T.S. EliotB. Match the Characters with the works in which they appear.2. Mrs. Touchett4.Benjy Compson6.General Edward Cummings7. Bigger Thomas9.Happyb. The Scarlet Letterd. A Farewell to Armsf. The Grapes of Wrathh. The Catcher in the Rye j.Death of a Salesmanl. C atch-22III. Match the follow ing(1'>20=20') A. Match works with their authors1. Nature2. Rip Van Winkle3. Nature4. The Scarlet Letter5. Leaves of Grass6.The Raven7. The Rise of Silas Lapham8. The Adventures of Huckleberry Finn9. Cantos 10. The Old Man and the Seaa.Ezra Poundc. Mark Twaine. Edgar Allan Poeg. Nathaniel Hawthornei. Washington Irving b. Ernest Hemingway d. William Dean Howells f. Walt Whitman h. Ralph Waldo Emerson j. Waldo EmersonB. Match characters with the works in which they appear.2. Captain Ahab and Starbuck 2.Isabel Archer 1. Hester Prynne3.Frederick Henry 5.the Joads 7.Holden Caulfield 8.Yank a.The Portrait of a Lady c. The Hairy Ape e.The Sound and the Fury g. The Naked and the Dead i. Native Son k.Invisible Man3.Frederic Henry and Catherine4.Benjy Compson5.the Joads7.Holden Caulfield 6.Ge neral Edward Cummi ngs 8.Bigger Thomas9.The Tyronesa.The Portrait of a Lady c. Death of a Salesma n 10.Willy Lomanb. Moby-Dickd. A Farewell to Armse.The Sou nd and the Fury g. The Naked and the Dead i. Native Sonk.Absalom, AbsalomV. Essay Questions (30%; cf. The Grapes of Wrathh. The Catcher in the Ryej. Long Day 's Jour ney into Nightl. The Old Man and the Seahoose only ONE of the following three topics andwrite a short essay of at least 300 words. Note: [1]Your essay should have at least 3 paragraphs; you are not simply to make a list of facts.[2] You may give a title to your essay, but you are required to in dicate which of the 3 topics it bel ongs to. [3]You are not to write on a topic of your own.1.To the best of your knowledge, analyze and make comments on Emerson ' Naturement on any American poet you like.3.Analyze and/or comment on any one of the American novels or plays you have read.V. Essay Questions (30%; choose only ONE of the following three topics and write a short essay of at least 300 words. Note: [1]Your essay should have at least3 paragraphs; you are not simply to make a list of facts.[2] You may give a title to your essay, but you arerequired to in dicate which of the 3 topics it bel ongs to.[3]You are not to write on a topic of your own.)4.Make comments on an American novel we have discussed in this course.ment on an American poet.6.Describe how your knowledge of American literature is improved after taking this course..IV.Please answer the following questions briefly. (2 x 10 ' = 20 '1.Why do people think Franklin is the embodiment of American dream2.What is "Lost Generation ”V.Discussion. (1 x 20 ' = 20 'State your own in terpretati ons of Hemi ngway iceberg thBosy of writ ingIV. Please answer the following questions briefly. (2 x 10 ' = 20 '3.What is Hawthorne ' s style Explain the style with examples .4.At the end of the 19 th cen tury, there were three fighters for ________________________Realism . Who are they What are their differencesTrue or False. (10 x 2 ' = 20 ')1. American literature is the oldest of all national literature.2.Thomas Jefferson was the only American to sign the 4 documents that created the US.3.All his literary life, Hawthorne seemed to be haunted by his sense of sin and evil.4.Most of the poems in Leaves of Grass are about human psychology.5. Hurstwood is a character in Dreiser ' s An American Tragedy .6. Faulkner ' s region was the Deep North, with its bitter history of slavery, civil war and destruction.7.Placed in historical perspective, Howells is found lacking in qualities and depth. But anyhow he is a literary figure worthy of notice.8.Faulkner ' s works have been termed the Yoknapatawpha Saga, “ one connected story9.As a moral philosophy, transcendentalism was neither logical nor systematical.10.Emily Dickinson expresses her deep love in the poem “ Annabel Lee ”.II.Decide whether the statements are True or False. (10 x 2 ' = 20 ')1. Early in the 17th century, the English settlements in Virginia and began the main stream of what we recognize as the American national history.2.American Romantic writers avoided writing about nature, medieval legends and with supernatural elements.3.As a moral philosophy, transcendentalism was neither logical nor systematical.4.“ Young Goodman Brown” wants to prove everyone possesses kindness in heart.5.Henry James was a realist in the same way as one views the realism of Twain or Howells.6.The American realists sought to describe the wide range of American experienceand to present the subtleties of human personality.7.Frost 's concern with nature reflected his deep moral uncertainties.8.Faulkner 's works have been termed the Yoknapatawpha Saga, “one connected story ”.9.Roger Chillingworth is a character in Dreiser 's An American Tragedy .10.After the Civil War, the Frontier was closing. Disillusionment and frustration were widely felt. What had been expected to be a “ Golden Age ” turned to be a “ Gilded ” one.。

64,430,428
23th
80th (243,610)
3rd *
266.32
0.53% (157)
323,995,521
4th
(9,826,675) 1,373,541,278 1st 4th*(9,596,9 60)
35.42
0.77% (135)
China
143.12
0.43% (164)
UK population
Ethnic groups in the UK
Ethnic group White Asian or Asian British （Indian 2.3， Pakistani 1.9, Bangladeshi 0.7, Chinese 0.7, other Asian） Black or Black British Population (2011) 55,010,359 4,373,339 % of total population 87.2 6.9
UK US China
50 85 N/A
ቤተ መጻሕፍቲ ባይዱ
literacy
• traditionally understood as the ability to read and write. • the ability to use language, numbers, images and other means to understand and use the dominant symbol systems of a culture. • the "ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.(UNESCO) • The key to all literacy: reading development ( a progression of skills -- understand spoken words and decode written words, and culminates in the deep understanding of text)

“PEP”2024年小学6年级下册英语第五单元自测题[含答案]考试时间：90分钟（总分:120）A卷考试人：_________题号一二三四五总分得分一、综合题(共计100题共100分)1. 填空题：The invention of the telescope expanded our understanding of _____.2. 听力题：The _______ can thrive in a variety of conditions.3. 听力题：A __________ is a mixture of two or more solids.4. 选择题：What do you call a person who studies the history of human cultures?A. ArchaeologistB. SociologistC. AnthropologistD. Historian答案: C5. 填空题：The _____ (小鸭) quacks happily in the pond.6. 听力题：The atomic number of an element is determined by the number of ______ it has.7. 填空题：We share ______ (秘密) with each other.8. 填空题：A ________ (园艺设计) reflects personal style.9. 听力题：The chemical formula for water is _______.10. 填空题：My _____ (外公) loves gardening.11. 选择题：What is the primary ingredient in a Greek salad?A. LettuceB. CucumberC. Feta cheeseD. Tomato12. 选择题：Which insect makes honey?A. AntB. FlyC. BeeD. Mosquito13. 选择题：What is the largest mammal in the world?A. ElephantB. Blue WhaleC. GiraffeD. Rhino答案:B14. 填空题：My ________ (玩具名称) helps me learn about teamwork.15. 听力题：Animals that have scales are typically __________.16. 听力题：I want to buy a new __________.17. 填空题：I want to _______ a great musician.18. 听力题：My cousin is a ______. She loves to act in plays.19. 听力题：The moon is ___. (full)20. 选择题：What is the name of the famous monument in Washington, D.C.?A. Lincoln MemorialB. White HouseC. Capitol BuildingD. Statue of Liberty答案: A21. 听力题：The chemical formula for lithium sulfide is ______.22. civilization was known for its advanced ______ (数学) and astronomy. 填空题：The Maya23. 听力题：The dog is _______ (sitting) by the door.24. 填空题：The __________ (历史的影响) is felt across generations.25. 听力题：A __________ is a reaction that occurs without adding heat.26. 听力题：The chemical symbol for selenium is ______.27. 填空题：The __________ (Columbus) sailed across the Atlantic in 1492.28. 选择题：What do we call the process of converting waste into compost?A. CompostingB. RecyclingC. UpcyclingD. Anaerobic digestion答案: A. Composting29. 填空题：The __________ (历史的启示) can be transformative.30. 填空题：I enjoy _______ (参加) theater productions at school.31. 听力题：Coal is a type of ______ rock that is formed from ancient plants.32. 填空题：The __________ (历史的流动) reflects change.I have a robot ________ (玩具) that can talk.34. 听力题：The candy is ___. (sweet)35. 选择题：What is the name of the famous ship that sank in 1912?a. Titanicb. Lusitaniac. Britannicd. Queen Mary答案:a36. 听力题：My aunt is a ______. She loves to volunteer.37. 听力题：The man is very ________.38. 选择题：What do we call the upper layer of soil where plants grow?A. BedrockB. TopsoilC. SubsoilD. Clay答案:B39. 听力题：Acids turn blue litmus paper _______.40. 选择题：What do we call the traditional game played with a ball and net?A. CricketB. BaseballC. TennisD. Soccer41. 填空题：My brother loves to play soccer ____.42. 听力题：The fish are swimming in the ___ (tank/aquarium).43. 听力题：The ________ (research) is ongoing.The sweater is very _______ (warm).45. 听力题：We have science class on ___. (Friday)46. 选择题：What is the first animal to go into space?A. MonkeyB. DogC. CatD. Mouse47. 选择题：What is the capital city of Egypt?a. Cairob. Luxorc. Alexandriad. Giza答案:a48. 选择题：What is the capital of Fiji?A. SuvaB. LautokaC. NadiD. Labasa答案:A49. 填空题：A butterfly undergoes metamorphosis to become an ________________ (成虫).50. 填空题：The ________ is known for its friendly nature.51. 选择题：What is the capital of Brazil?A. Rio de JaneiroB. São PauloC. BrasíliaD. Salvador52. 填空题：The _______ (蚂蚁) works hard with friends.What is the name of the largest land animal?A. GiraffeB. HippopotamusC. ElephantD. Rhinoceros答案: C54. 填空题：The weather is ________ (很好) today.55. 填空题：The first man to dive into the Mariana Trench was _______. (维尔德)56. 选择题：Which planet is known as the "Blue Planet"?A. EarthB. MarsC. VenusD. Neptune57. 听力题：The weather is _____ (warm/cold) in spring.58. 听力题：I like to ___ (play/watch) games.59. 填空题：The butterfly landed on a ______ (花). It looked very ______ (优雅).60. 选择题：What do we use to brush our teeth?A. SoapB. ToothbrushC. TowelD. Comb61. 听力题：A _______ reacts with an acid to produce gas and salt.62. 填空题：She is a dancer, ______ (她是一位舞者), who practices every day.63. 听力题：We have a pet ___. (hamster)What do we call the process of removing excess water from soil?A. DrainageB. IrrigationC. FloodingD. Drought答案:A65. 选择题：Which of these foods is a grain?A. PotatoB. RiceC. CarrotD. Tomato66. 选择题：What is the primary color that mixes with blue to create purple?A. RedB. YellowC. GreenD. Black答案:A67. 听力题：The ______ helps plants grow tall.68. 选择题：What is the name of the famous novel written by J.R.R. Tolkien?A. The HobbitB. The Lion, the Witch and the WardrobeC. Harry PotterD. The Chronicles of Narnia69. 填空题：When it rains, I play with my _________ (室内玩具) instead of going outside.70. 填空题：My favorite TV show is a ________ (喜剧).71. 填空题：The tortoise is slow but very _______ (聪明).72. 填空题：In the garden, I saw a _______ (小鸟) singing happily on a branch.I enjoy ______ (与同学合作).74. 听力题：In a redox reaction, the reducing agent donates _____ to another substance.75. 听力题：A solid has a ______ shape.76. 听力题：The study of Earth's materials is crucial for understanding ______ processes.77. 填空题：A _____ (雨林) has many layers of vegetation.78. 填空题：My brother and I call each other ______ when we play games.(我和我哥哥在玩游戏时称呼彼此为。

小学上册英语第一单元期中试卷考试时间：80分钟（总分:110）A卷一、综合题(共计100题共100分)1. 填空题：The capital city of Costa Rica is _____.2. 听力题：My friend has a big heart and loves to ____ (help) others.3. 听力题：Dark matter makes up a large part of the universe but cannot be ______ directly.4. 听力题：My brother has a _____ of marbles. (bag)5. 听力题：They are _____ (making) cards.6. 听力题：A ____ has a bushy tail and enjoys climbing trees.7. 听力题：A chemical reaction can be fast or ______.8. 选择题：What do you call the layer of ice that covers the Arctic and Antarctic regions?A. Ice CapB. GlacierC. IcebergD. Permafrost答案:A9. 选择题：What is the fastest land animal?A. CheetahB. LionC. HorseD. Elephant答案:A10. 填空题：The ______ (小鸟) chirps sweetly in the trees.11. 填空题：We visit the ______ (科学实验室) to learn about experiments.12. 填空题：The _____ (青蛙) can camouflage itself among leaves.13. Wall was built over many ________ (长城是经过许多________建成的). 填空题：The Grea14. 选择题：What is the process of water turning into vapor called?A. CondensationB. EvaporationC. PrecipitationD. Collection答案:B15. 填空题：I enjoy collecting _____ from nature.16. 填空题：The flowers in the _______ attract many bees.17. 听力题：The ________ (magnifying glass) helps me see.18. 填空题：A butterfly flutters gracefully in the _______ enjoying the sunshine.19. 听力题：In a battery, chemical energy changes to ________ energy.20. 听力题：A __________ is a mixture where one substance is uniformly distributed in another.21. 听力题：I can ________ (navigate) using a map.The ancient Romans utilized ________ to enhance their architecture.23. 听力题：A ______ is a geological feature that can provide habitat.24. 填空题：A turtle hides in its _______ when it feels threatened.25. 听力题：I found a _______ (coin) on the ground.26. 填空题：My favorite memory is ______.27. 填空题：A ______ (风景如画) garden can be a great place to relax.28. 填空题：I enjoy _______ (运动) after school.29. 填空题：The ________ has bright flowers.30. 听力题：The soup is very ________.31. 听力题：The chemical symbol for hydrogen is ______.32. 选择题：What do you call a story that is not true?A. FactB. FictionC. HistoryD. Biography答案: B33. 选择题：What do we call water that falls from the sky?A. RainB. SnowC. SleetD. All of the above答案:DWhat is the name of the layer of atmosphere closest to Earth's surface?A. TroposphereB. StratosphereC. MesosphereD. Thermosphere35. 选择题：What do you call the place where you can see many animals?A. ParkB. ZooC. FarmD. Forest36. 填空题：The ______ (老虎) has stripes that help it blend in.37. stakeholder meeting) engages key players in discussions. 填空题：The ____38. 选择题：What is the capital of Zimbabwe?a. Harareb. Bulawayoc. Mutared. Gweru答案:a39. 听力题：A saturated solution cannot dissolve any more ______.40. 填空题：The rabbit is hiding in the _______ (兔子藏在_______里).41. 选择题：What is the capital of France?A. RomeB. ParisC. BerlinD. Madrid42. 填空题：The ________ is very cheerful.43. 听力题：Koalas eat _______ leaves.How many legs does a spider have?A. SixB. EightC. TenD. Twelve答案: B. Eight45. 听力题：A wave can carry energy and information without changing ______.46. 填空题：A __________ is a large body of saltwater. (海洋)47. 听力题：My sister is a ______. She loves to play the flute.48. 选择题：What is the name of the famous bear in children's stories?A. PaddingtonB. Winnie the PoohC. Yogi BearD. Baloo答案: B. Winnie the Pooh49. 听力题：The clock is ________ ticking.50. 听力题：We make _____ (沙拉) for lunch.51. 听力题：The ______ has beautiful markings.52. 听力题：My ______ loves to garden.53. 填空题：We have a ______ (有趣的) project in science class.54. 听力题：Heat can change the state of ______.55. 听力题：The main gas that contributes to air pollution is __________.The _______ of a substance refers to how much space it takes up.57. 听力题：I need to clean my ________.58. 听力题：The dog wags its ______ (tail) when happy.59. 选择题：What is the name of the famous wall in China?A. Great WallB. Berlin WallC. Hadrian's WallD. Wall Street答案: A. Great Wall60. 填空题：I want to learn how to play the ________ (小号). It sounds very ________ (美妙).61. 听力题：The sun _____ (rises/sets) in the east.62. 选择题：Which one is used for swimming?A. BoatB. BicycleC. AirplaneD. Train答案: A63. 选择题：What is the capital of France?A. LondonB. ParisC. BerlinD. Madrid答案: B64. 听力题：They are ______ (happy) at the playground.65. 选择题：What is a baby goat called?A. CalfB. KidC. LambD. Foal答案: B66. 填空题：My grandma loves her ______.67. 填空题：I listen to ______ while studying.68. 填空题：A frog's tongue is fast and ______ (黏).69. 填空题：My ________ (玩具名称) helps me practice my spelling.70. 填空题：A ___ (小刺猬) searches for food at night.71. 填空题：My favorite fruit is ________ (柠檬) in the spring.72. 填空题：The rabbit is eating a ______.73. 选择题：What do we call a period of ten years?A. CenturyB. DecadeC. MillenniumD. Era74. 听力题：The chemical formula for silver nitrate is ______.75. 填空题：I have a special place in my heart for my ____.76. 听力题：The chemical properties of an element depend on its ______.77. 听力题：The invention of the steam engine changed _______ transportation forever.78. 填空题：The ______ (海豹) barks and plays in the waves.I call my friend’s dog __________. (狗狗的名字)80. 填空题：Martin Luther King Jr. fought for __________ (民权) in the 1960s.81. 选择题：What is the name of the famous clock tower in London?A. Big BenB. Eiffel TowerC. Leaning TowerD. Statue of Liberty答案:A82. 听力题：The capital of Cambodia is __________.83. 填空题：We will have a ________ (旅行) next week.84. 选择题：What do we call the art of making sculptures?A. PaintingB. DrawingC. SculptureD. Photography85. 填空题：When it rains, I like to jump in ______ (水坑) and splash around. It makes me feel ______ (开心).86. 填空题：The ancient Romans used __________ (拉丁语) as their language.87. 填空题：We have a ______ (精彩的) student exhibition each year.88. 选择题：What do we call a person who writes plays?a. Poetb. Novelistc. Playwrightd. Screenwriter答案:cThe process of oxidation involves __________ losing electrons.90. 听力题：The girl loves to ________.91. 填空题：The __________ (自然奇观) attract visitors from afar.92. 填空题：The __________ (历史的分析) brings clarity.93. 听力题：There are _____ (五) birds in the tree.94. 填空题：I like to collect ________ (玩具名称) from my favorite shows.95. 选择题：What is the name of the famous river that runs through Egypt?A. AmazonB. NileC. MississippiD. Yangtze答案：B96. 听力题：A __________ is a substance that changes color in response to acidity.97. Rights Movement aimed to end ________ (种族歧视). 填空题：The Civi98. 听力题：I like to eat ________ for breakfast.99. 填空题：The flowers are _______ (五颜六色的).100. 选择题：What do we call a person who studies the effects of war on society?A. War HistorianB. SociologistC. AnthropologistD. Political Scientist答案: A。

高二英语阅读理解深化单选题40题1. The author of the biography is mainly trying to show _____.A. the subject's achievementsB. the subject's difficultiesC. the subject's personalityD. the subject's family background答案：A。

本题考查对人物传记主旨的理解。

选项B，文中并没有过多强调主人公的困难；选项C，虽然可能会涉及到主人公的性格，但不是主要目的；选项D，家族背景只是传记中的一部分，并非主要内容。

而传记通常是为了展现主人公的成就。

2. What was the main reason for the subject's success?A. LuckB. Hard workC. TalentD. Support from family答案：B。

选项A，运气不是主要原因；选项C，天赋可能有一定作用，但不是主要的；选项D，家人的支持是一个因素，但不是主要原因。

文中通常会强调主人公通过努力工作取得成功。

3. The subject faced many challenges. Which challenge was the most difficult?A. Financial problemsB. Social pressureC. Health issuesD. Lack of education答案：C。

选项A，经济问题可能会有，但不一定是最困难的；选项B，社会压力可能存在，但通常不是最主要的挑战；选项D，缺乏教育可以克服。

而健康问题往往是最难以克服的挑战。

4. What quality did the subject possess that made him/her stand out?A. KindnessB. CreativityC. PerseveranceD. Intelligence答案：C。

historians翻译历史学家1. Historians study and interpret the past to gain a better understanding of human societies and events.历史学家研究和解释过去，以更好地理解人类社会和事件。

2. Many historians specialize in specific periods or regions, such as ancient Egypt or medieval Europe.许多历史学家专攻特定的时期或地区，比如古埃及或中世纪欧洲。

3. Historians rely on a variety of sources, including written documents, archaeological evidence, oral histories, and artifacts.历史学家依靠多种来源，包括书面文件、考古证据、口头历史和文物。

4. Primary sources, such as diaries or letters, provide firsthand accounts of historical events, while secondary sources analyze and interpret those accounts.一手资料，如日记或信件，提供了历史事件的第一手描述，而二手资料则对这些描述进行分析和解释。

5. Historians use different methodologies and approaches toexamine and analyze historical evidence, such as social history, cultural history, or economic history.历史学家使用不同的方法和途径来审视和分析历史证据，比如社会史、文化史或经济史。