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No one in my family could believe Allegra had any disability, much less one as severe as h

ers. To them a disability was physical, something you could see. They knew her as a happy, normal child. That’s how it is with a learning disability -you don’t see obvious physical symptoms.But as she grew out of preschool, she would pretend to read-I knew she was pretending because the book was upside down. She withdrew into her own world where she could fantasize about being a ballet dancer, a Broadway actress or a figure skater. In the real world, ballet classes and music lessons led only to confusion, frustration and, ultimately, disappointment.
As for school, there was no way she could be included in a mainstream classroom. I went through every special school in New York, only to be told over and over: "She doesn’t belong here." The last blow came a few months after the diagnosis, when I was at a pay phone on 72nd Street, waiting for an answer from the very last school on my list. Finally a cold voice came on-I can still hear it-and said: "I’m sorry, but we feel this isn’t the place for her." I hung up and stared at the phone in tears.
I had lived my life as the daughter of Henry Ford II, and for the first time in my life I faced a problem that neither money nor position could solve. I nearly gave up, but I knew I couldn’t. Without me, my daughter stood no chance of making it.
21 .According to the first paragraph, Allegra’s problem was _ .
A. psychological?B. obvious?C. physical?D. invisible
22. Allegra was disabled in that _.
A. she was unable to learn like a normal child
B. she was always reading with her book upside down
C. she isolated herself from other children in her class
D. she was living in her dreams in conflict with the real world
23 .The expression "a mainstream classroom"(para. 3) refers, to _.
A. the last blow???B. the last school
C. special schools??D. normal education
24. It can be inferred from the last paragraph that _.
A. the author would ask Henry Ford II for help
B. the author would continue to help her daughter
C. the author would leave New York for the sake of her daughter
D. the author had to use money or position to deal with the problem
25.The phrase "making it" (para. 4) probably means _.
A. becoming a figure skater?B. becoming a ballet dancer
C. becoming successful???D. getting proper treatment
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聽力原文: Lecturer: In the last lecture, we looked...

聽力原文: Lecturer: In the last lecture, we looked at the adverse effects of desert dust on global climate. Today we're going to examine more closely what causes dust storms and what other effects they can have. As you know, dust storms have always been a feature of desert climates, but what we want to focus on today is the extent to which human activity is causing them. And it is this trend that I want to look at, because it has wide-ranging implications. So, what are these human activities? Well, there are two main types that affect the wind erosion process, and thus the frequency of dust storms. There are activities that break up naturally wind-resistant surfaces such as off-road vehicle use and construction and there are those that remove protective vegetation cover from soils, for example, mainly farming and drainage. In many cases the two effects occur simultaneously which adds to the problem.
Let's look at some real examples and see what I'm talking about. Perhaps the best-known example of agricultural impact on desert dust is the creation of the USA's 'dust bowl' in the 1930s. The dramatic rise in the number of dust storms during the latter part of that decade was the result of farmers' mismanaging their land. In fact, choking dust storms became so commonplace that the decade became known as the 'Dirty Thirties'.
Researchers observed a similar, but more prolonged, increase in dustiness in West Africa between the 1960s and the 1980s when the frequency of the storms rose to 80 a year and the dust was so thick that visibility was reduced to 1,000 metres. This was a hazard to pilots and road users. In places like Arizona, the most dangerous dust clouds are those generated by dry thunderstorms. Here, this type of storm is so common that the problem inspired officials to develop an alert system to warn people of oncoming thunderstorms. When this dust is deposited it causes all sorts of problems for machine operators. It can penetrate the smallest nooks and crannies and play havoc with the way things operate because most of the dust is made up of quartz which is very hard. Another example - the concentration of dust originating from the Sahara has risen steadily since the mid-1960s.
This increase in wind erosion has coincided with a prolonged drought, which has gripped the Sahara's southern fringe. Drought is commonly associated with an increase in dust-raising activity but it's actually caused by low rainfall which results in vegetation dying off.
One of the foremost examples of modern human-induced environmental degradation is the drying up of the Aral Sea in Central Asia. Its ecological demise dates from the 1950s when intensive irrigation began in the then Central Asian republics of the USSR. This produced a dramatic decline in the volume of water entering the sea from its two major tributaries. In 1960, the Aral Sea was the fourth-largest lake in the world, but since that time it has lost two-thirds of its volume, its surface area has halved and its water level has dropped by more than 216 metres. A knock-on effect of this ecological disaster has been the release of significant new sources of wind-blown material, as the water level has dropped.
And the problems don't stop there. The salinity of the lake has increased so that it is now virtually the same as sea water. This means that the material that is blown from the dry bed of the Aral Sea is highly saline. Scientists believe it is adversely affecting crops around the sea because salts are toxic to plants.
This shows that dust storms have numerous consequences beyond their effects on climate, both for the workings of environmental systems and for people living in drylands ...
SECTION 4 Questions 31-40
Questions 31-32
Complete the notes using NO MORE THAN THREE WORDS for each answer
Main focus of lecture: the impact of 【31】______ on the occurrence of dust st
答案: human activity
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