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高中三年级英语

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  • 阅读理解
    The history of nomenclature (命名) in Britain is so old that no one knows the beginning of the story. Since written history began, people have had names. It is therefore impossible to do more than guess at how the earliest given names were chosen. Most names appear to have had some sort of original meaning, usually descriptive, rather than being simply a pleasing collection of sounds.
    These descriptive names developed both from nouns and adjectives. The Irish Gaelic people  used descriptive nouns and adjectives which were meaningful. Early in prehistory some descriptive names began to be used again and again until they formed a name pool for that particular culture. Parents would choose names from the pool of existing names rather than invent new ones for their children.
    With the rise of Christianity (基督教), Christians were encouraged to name their children after the holy people of the church. These early Christian names can be found in many cultures today, in various forms. The pool of names in use in England changed basically after the Norman came in 1066. Then French names of Germanic origin became popular within three generations. As a result names like Emma, Matilda, Richard, and William, became common in English nomenclature. At the same time a few Old English names, like Edward and Alfred remained because they were names of holy people or kings; others were kept because they were used with slight changes by Germanic names from the Normans like Robert.
    Surnames developed from bynames, which are additional ones used to differentiate people with the same given name.  These bynames fall into particular patterns.  These started out as specific  to a person and were taken down from father to son between the twelfth and sixteenth century. The noble usually used taken-down surnames early or the peasants did so later.
    小题1:We can infer from the text that    .
    A.the first given names had not any actual meanings
    B.people probably had names when there was no written language
    C.the history of nomenclature is shorter than written history
    D.names began to be used long after there was written language
    小题2: The underlined word “they” (in Para.3) refers to “    ”.
    A.Old English namesB.other names
    C.names of Germanic originD.names of holy people
    小题3:According to the text, which of the following statements is TRUE?
    A.Robert is a Germanic name from the Normans.
    B.Church didn’t encourage nomenclature used in the church.
    C.Names like Emma and William were the most popular in 1066.
    D.Names like Edward and Alfred were French names of Germanic origin.
    小题4: Give the right order of surname development in history.
    (a)People used bynames to differ people with the same given names.
    (b)People chose given names from the pool of existing names.
    (c)Bynames started out as specific to a person.
    (d)Surnames became popular with common people.
    (e)Surnames were taken down from father to son in noble families.
    A.b-a-e-c-dB.a-b-c-d-eC.a-b-c-e-dD.b-a-c-e-d
    小题5: Which group of words can best describe the development of British nomenclature?
    A.Additional, Particular and Various
    B.Meaningful, Christian and Foreign
    C.Descriptive, Meaningful and Germanic
    D.Old English-styled, Christian and Original

    本题信息:英语阅读理解难度一般 来源:未知
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历史文化类阅读

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  • 历史文化类阅读

什么是历史文化类阅读:

本类题型常用的方式是夹叙夹议。叙述的目的是为了议,所以要把握其议才是主要方面。阅读这类文章,先弄清其引入的话题,再弄清里面人物对其不同的看法,然后理解作者本身对话题的观点看法或思考。


历史文化类阅读技巧:

题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
答题方法】在做这类阅读理解题时,我们应注意以下几个方面:
1、采用先题后文:先读题目,再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点,如果带着问题读文章,有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后,自然会加深我们对文章的理解,这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类:一类是Main idea型;一类是Topic或Title型。
在解答这类试题时应注意以下几点:
a.读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁,而这类文章大都采用文章段落的中心,即主题句在文章开头。因此,要寻找这类文章的主旨大意就需要研究文章的首句。
b.读尾句抓大意。
有时这类文章的主题句安排在文章的结尾,作为对全篇的总结。
c.读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同,而且在内容上前句和后句也不重复。
d.从段落中抓大意。
有些文章或段落的主题句在文章中,这种文章或段落往往以一句话或几句话引出要表达的主题,在主题句出现后,再举例子陈述细节或继续论证。
e.归纳要点抓大意。
有些文章或段落无明显的主题句,只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。