题目内容
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A、the tallest
B、taller
C、tallest
D、the taller
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更多“She is in our class.”相关的问题
Of all the students in our class, she is ______ .
A．the most carefully
B．most careful
C．the most careful
A.us
B.our
C.we
D.ours
A、A. To speak French fluently, one needs a lot of training.
B、B. Looking up at the sky, the sun shone bright and clear.
C、C. After our attending the class, the principles of Math were made very clear.
D、D. As she walking along the street, the natural scenery presented a lovely show.
Some flowers are ______.
A．in the park
B．on the desk
C．on the hat
It is not surprising that the women's liberation movement should begin among bourgeois women, and should be dominated in the beginning by their consciousness and their particular concerns. Radical women are generally the post war middle class generation that grew up with the right to vote, the chance at higher education and training for supportive roles in the professions and business. Most of them are young and sophisticated enough to have not yet had children and do not have to marry to support themselves. In comparison with most women, they are capable of a certain amount of control over their lives.
The higher development of bourgeois democratic society allows the women who benefit from education and relative equality to see the contradictions between its rhetoric (every child can become president) and their actual place in that society. The working class woman might believe that education could have made her financially independent but the educated career woman finds that money has not made her independent. In fact, because she has been allowed to progress halfway on the upward-mobility ladder she can see the rest of the distance that is denied her only because she is a woman. She can see the similarity between her oppression and that of other sections of the population. Thus, from their own experience, radical women in the movement are aware of more faults in the society than racism and imperialism. Because they have pushed the democratic myth to its limits, they know concretely how it limits them.
At the same time that radical women were learning about American society they were also becoming aware of the male chauvinism in the movement. In fact, that is usually the cause of their first conscious 100 verbalization of the prejudice they feel; it is more disillusioning to know that the same contradiction exists between the movement's rhetoric of equality and its reality, for we expect more of our comrades.
This realization of the deep-seated prejudice against themselves in the movement produces two common reactions among its women: 1) a preoccupation with this immediate barrier (and perhaps a resultant hopelessness), and 2) a tendency to retreat inward, to buy the fool's gold of creating a personally liberated life style.
However, our concept of liberation represents a consciousness that conditions have forced on us while most of our sisters are chained by other conditions, biological and economic, that overwhelm their humanity and desires for self-fulfillment. Our background accounts for our ignorance about the stark oppression of women's daily lives.
The basic difference between Middle Class women and other women in the liberation movement is that _____.
A．Middle Class women are not married and have no children.
B．Middle Class women are not afraid of their husbands.
C．other women have less control of their own lives.
D．other women grow up with no rights to vote.
听力原文： Good morning, class. I have some great news for you all. Contemporary novelist Marie Irvine is coming to our university next month to lecture on the influence of women writers in the literary scene. If you can recall, we have read a few of Ms. Irvine's works in our textbook, and she is often considered one of the dozen best writers in the country. Not only is she going to give a lecture here, but also I have been able to convince her to lead a creative writing workshop for interested students. Since this is an advanced writing class, and you all have made considerable progress, I decided to offer the class the opportunity to join the workshop before this is offered to the entire campus.
The workshop will be two days long, held in the main lecture hall of this building. Ms. Irvine has assured me that participants in the workshop will work closely with her and get all the personal attention they need. She will particularly focus on the problems of female writing. Since there are only fifteen spots open for this workshop, I suggest you sign up as soon as possible before all the seats are taken. The cost of the workshop is ＄ 200, and this fee includes all your materials and a dinner banquet that will be held afterwards. You must pay an ＄ 80 deposit to reserve a spot, and the remainder of the tuition must be paid in two weeks. I should mention that the English department is co-sponsoring the workshop. If you would like to register, please see me after class. I encourage you to take advantage of this rare opportunity.
(33)
A．Contemporary novels
B．The influence of women writers in literature.
C．How to become a famous writer.
D．How to understand her work.
Please identify what type of evidence is used. Choose one appropriate answer. Not only are non-English-speaking students in English-only schools unable to understand the information they are supposed to be learning, but also they are subject to frequent embarrassment and teasing from their classmates. Without the use of Spanish, unable to communicate with the teacher or students, for six weeks we guessed at everything we did. When we lined up to go anywhere, neither my sister nor I knew what to expect. Once, the teacher took the class on a bathroom break, and I mistakenly thought we were on our way to the cafeteria for lunch. Before we left, I grabbed our lunch money, and one of the girls in line began sneering and pointing. Somehow she figured out my mistake before I did. When I realized why she was laughing, I became embarrassed and threw the money into my sister’s desk as we walked out the classroom.
A、Textual evidence
B、An anecdote
C、Statistics
D、Analogy
Marie Curie was the first female professor at Sevres, a college for girls who wanted to teach higher education. These twenty-year-olds would【C3】______ become professors. Marie was not liked by her pupils during her first year as a professor.【C4】______ her second year, the students loved her. One student reported that the courses taught by Marie were "the【C5】______ reference during the entire length of my【C6】______ . She didn't dazzle us, she【C7】______ us, attracted us, held us with her simplicity, her【C8】______ to be useful to us, the sense she had of both our ignorance and our【C9】______ " She was the first to take her students into the laboratory to【C10】______ manipulate their newly-learned theories. She also taught by example, and invited the physics class to hear the【C11】 of her dissertation. Marie argued for the【C12】______ of additional, difficult tests given only to the female students. She also【C13】______ the dean to provide calculus classes to the female students. Marie wanted the girls to have the【C14】______ to succeed in academia and fought tooth and nail to provide every【C15】______ .
This woman is known for her scientific discoveries and the progress【C16】______ from them. Of course her scientific discoveries are【C17】______ and useful. It is also important to understand the kind of woman that she was. She was stubborn,【C18】______ she hated to lose, but it was her goal to use science to help the world in whatever way possible. Her stubbornness led to persistence and【C19】______ . These qualities promoted the use of her brilliance. The love and support of her family taught Marie to never question the possibilities that stood【C20】______ her.
【C1】
A．Then
B．Instead
C．Likewise
D．Moreover
Part A
Directions: Read the following three texts. Answer the questions on each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1.
One day in my class, Maria shared her feelings about money, "Money worries me. I think I want to live without money because I hate it. I HATE MONEY." We were all touched by Maria's words as they reminded us of the spiritual burdens that money managing can bring to us. After class I offered to help Maria deal with her financial problems. She hesitated to accept my offer, and I could see from the expression on her face that she was afraid of what it might involve. I quickly assured her that I wouldn't make her do more than she was able to. I told her frankly that I didn't enjoy managing my money any more than she did hers and wouldn't burden her with guilt, judgments, or impossible tasks. All I would ask her to do was to let me help her look at her fears and try to make some sense of them.
Maria still resisted my offer, and I can remember the excuses she gave me as they were the repeated complaints I had heard from so many people. "I'll never understand money," she said. "My facts are meaningless." "I don't deserve to have money." "I never have enough." "I have too little to manage." "My financial position isn't worth looking at;" and the most devastating one of all, "I just can't do it."
Going home that day, I couldn't get Maria out of my mind. Her attitude conveyed the same negativity and fear that I believed annoyed many people. I was sure it was this attitude that prevented people from managing their money effectively. My counseling has taught me that these anxieties are inseparably connected to our self-doubts and fear for survival. Many of us are terrified of handling our money because we don't believe we can do it well, and to do it wrong would put our very existence at risk.
On a deeper level we know that money is not the source of life, but sense of worth drives us to act as if it were. It locks us up in self-doubts and prevents us from tapping into the true source of our management power, our spirit.
Maria's words moved the author and others because they were ______.
A．in the same financial trouble
B．in the same finacial condition
C．of the same family background
D．of the same feeling over the issue
W: What kinds of questions？
M: You took an English class from Professor Sanford, didn't you？
W: Yes.
M: Well, I've heard lots about her and I'mthinking about taking her Basics in English class next semester.
W: Don't do it.
M: Why？ You didn't like the class？
W: The class was interesting enough, but Professor Sanford is one of the most difficult teachers I have ever had. She expects a great deal from her students, so if you plan to take the course, be prepared to work very hard. I remember doing homework for at least three hours a day, just for her class. It was very tiring because I still had to do the work for all my other clasps. She's an extremely intelligent person and so she expects similar brilliance from her students.
M: What about the woman herself？ Is she reasonable？
W: Yes, she most definitely is. She loves her students and is very understanding of our problems. She was always available before, during, and after classes to help us with any ideas we couldn't understand. I really liked her as a person. I just hated all the reading we had to do in classical literature.
M: Well, I happen to like classical literature.
W: Then, you'll love the class.I was more interested in theory, and we barely touched that. What a semester!
(20)
A．Professor Sanford.
B．Basics in English class.
C．Classical literature.
D．Theory class.
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