返回

高中三年级英语

首页
  • 阅读理解
    阅读理解
    Adam Smith, writing in the 1770s, was the first person to see the importance of the division of labour
    and to explain part of its advantages. He gives us an example the process by which pins were made in
    England. "One man draws out the wire, another strengthens it, a third cuts it, a fourth points it, a fifth
    grinds(磨光滑) it at the top to prepare it to receive the head. To make the head requires two or three
    distinct operations. To put it on is a separate operation, to polish the pins is another. And the important
    business of making pins is, in this manner, divided into about eighteen distinct operations, which in some
    factories are all performed by different people, though in others the same man will sometimes perform two or three of them. "
    "Ten men, " Smith said, "in this way, turned out twelve pounds of pins a day or about 4,800 pins a
    piece. But if all of them had worked separately and independently without division of labour, they certainly could not turn out any pin, each of them would have made twenty pins in a day and perhaps not even
    one."
    There can be no doubt that division of labour is a way of organising work. Fewer people can make
    more pins. Adam Smith saw this but it's a pity he also took it for granted that division of labour is in itself
    responsible for economic growth and development and that it accounts for the difference between
    expanding economies and those that stand still. But division of labour adds nothing new;it only enables
    people to produce more of what they already have.

    1. According to the passage, Adam Smith was the first person to ________.
    A. take advantage of the division of labour
    B. understand the effects of the division of labour
    C. explain the causes of the division of labour
    D. introduce the division of labour into England

    2. Adam Smith saw that the division of labour ________.
    A. enabled each worker to make pins more quickly and more cheaply
    B. increased the number of people employed in factories
    C. increased the possible output per worker
    D. improved the quality of pins produced

    3. Adam Smith mentioned the number 4,800 in order to ________.
    A. show the advantages of the division of labour
    B. emphasize how powerful the individual worker was
    C. show the advantages of the old craft system
    D. emphasize the importance of increased production

    4. According to the writer, Adam Smith's mistake was in believing that division of  labour ________.
    A. certainly led to economic development
    B. was a good way of organising work
    C. increased the production of existing goods
    D. was an important development in methods of production

    5. Which of the following could serve as an appropriate title for the passage?
    A. The Theory of Division of Labour
    B. Adam Smith as the Discoverer of Division of Labour
    C. Adam Smith, the English Economist
    D. Division of Labour, a Good Way of Organizing Work
    本题信息:2012年广东省同步题英语阅读理解难度较难 来源:刘婷婷
  • 本题答案
    查看答案
本试题 “阅读理解Adam Smith, writing in the 1770s, was the first person to see the importance of the division of labourand to explain part of its advantages...” 主要考查您对

历史文化类阅读

等考点的理解。关于这些考点您可以点击下面的选项卡查看详细档案。
  • 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。