The element radium, ______ in the chemistry lab, gave off a blue light.
[      ]
A. discovering
B. to be discovered
C. to discover      
D. discovered
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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

The blockbuster film Titanic has brought millions of dollars and thousands of people to the theaters and continues to touch people today in their homes. Why is this film so successful? It is a combination of many different things. Among these are many different elements. Looking at some of these elements will show how the director and others involved were able to create an emotionally charged movie that appealed to millions.

The film uses one thematic(主題的) element called The Truth of Human Nature. The two main characters seem to represent noble people. Most of the other characters in the film are shown as non－tolerant, rude and cold－h(huán)earted people. The element of focusing on the two main characters' love and emotion seems symbolic of an ideal state.

There are also social problems addressed. This is done in a few different ways. The most noticeable way is that the lower class people remain locked in the basement as the ship goes down. Throughout Titanic, the lighting is very important. The poor, lower class people are always shown in very warm－colored light that gives them a sense of life and happiness. On the other hand, the rich, upper class are always shown in a flat light portraying the feeling of hardness and coldness. By using these techniques, they show the issue of class segregation(種族隔離), and they create stereotypes. The main characters are able to break free of these stereotypes and be together. This is the solution to the segregation problem.

As you can see, Titanic took a lot of thinking and preparation to film in a manner that would create emotion and bring to the surface the issues and story of the great ship.

6. The underlined word “blockbuster” in the first paragraph probably means “________”．

A. something very successful

B. a highly explosive bomb

C. something worth a lot of money

D. a touching story

7. In Titanic, the scene of the lower class people remaining locked in the basement as the ship goes down is used to ________.

A. criticize non－tolerant and cold－h(huán)earted rich people

B. enlarge the spectacle of the film

C. criticize the reality of the society

D. emphasize the condition of the poor at that time

8. Why were different colors of light used in the film Titanic?

A. They were used to show the difference between the rich and the poor.

B. The director was determined to achieve good visual effect.

C. The social status was represented by the color of light in the past.

D. The use of light was the main technique the director made use of.

9. What can we infer from the passage?

A. The segregation problem in the society can be solved by using the light.

B. Though love is the main theme of Titanic, it also reflects some social problems.

C. Because of the director's talents, the film Titanic achieved great success.

D. In the film Titanic there are two characters altogether.

10. The writer mainly talks about ________ in this passage.

A. the process of shooting Titanic

B. the leading actor and actress in Titanic

C. the main techniques used in Titanic

D. the outline of Titanic

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科目：高中英語(yǔ) 來(lái)源：2015屆山東省聊城市高一第四次模塊檢測(cè)英語(yǔ)試卷（解析版） 題型：閱讀理解

Today many people say that women have the same chance as men in society. But this was not always so. In the past, women all over the world had to fight to get the same chance as men in education and jobs. Many people said that women should not receive much education because they would not do as well as men when they went to work.

One woman who showed that women should have the same chance was Marie, a scientist. In the 1800s scientists knew that a metal, uranium, gave off radiation. They also knew how much radiation came from his element. But they didn’t know what this radiation was like; they wondered why and how uranium gave off radiation. Marie Curie set out to answer these questions. In one of her experiments she was studying a certain material which, she knew, contained uranium, But it gave off 4 times as much radiation as usually does. What could explain this fact? Marie Curie thought that there must be another source of radiation in this material.

In 1898 Marie Curie set out to find out this new source of radiation, which she named “radium”. Her husband, who was also a scientist, helped her. They set up a laboratory in an old building behind a school. For four years Curies searched, doing many experiments, And one morning in 1902 Marie found the source of the radiation.

Marie Curie proved to the world that there was element that gave off radiation. And she also proved to the world that, if women are given truly equal chance, they can really help society.

1.The scientists of Marie Curie’s day knew .

A．that uranium gave off radiation

B．that radium gave off radiation

C．that there was some radium in uranium

D．that uranium and radium both gave off radiation

2.The Curies found the element radium .

A．with other scientists’ help               B．by asking some famous scientists

C．by doing many experiments               D．with their teachers’ help

3.In the past many people thought .

A．that women must get the same chance as men in education and jobs

B．that women should receive much education

C．that women should get good jobs

D．that women could not do the work well

4.Marie Curie proved to people .

A．that there was a new element uranium

B．that there was a new element radium

C．that women could do their work as well as men if they were really given the same conditions

D．both B and C

 

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年陜西咸陽(yáng)實(shí)驗(yàn)中學(xué)高一下學(xué)期第三次月考英語(yǔ)試卷（解析版） 題型：閱讀理解

Today many people say that women have the same chance as men in society. But this was not always so. In the past, women all over the world had to fight to get the same chance as men in education and jobs. Many people said that women should not receive much education because they would not do as well as men when they went to work.

One woman who showed that women should have the same chance was Marie, a scientist. In the 1800s scientists knew that a metal, uranium, gave off radiation. They also knew how much radiation came from his element. But they didn’t know what this radiation was like; they wondered why and how uranium gave off radiation. Marie Curie set out to answer these questions. In one of her experiments she was studying a certain material which, she knew, contained uranium, But it gave off 4 times as much radiation as usually does. What could explain this fact? Marie Curie thought that there must be another source of radiation in this material.

In 1898 Marie Curie set out to find out this new source of radiation, which she named “radium”. Her husband, who was also a scientist, helped her. They set up a laboratory in an old building behind a school. For four years Curies searched, doing many experiments, And one morning in 1902 Marie found the source of the radiation.

Marie Curie proved to the world that there was element that gave off radiation. And she also proved to the world that, if women are given truly equal chance, they can really help society.

1.The scientists of Marie Curie’s day knew .

A．that uranium gave off radiation

B．that radium gave off radiation

C．that there was some radium in uranium

D．that uranium and radium both gave off radiation

2.The Curies found the element radium .

A．with other scientists’ help

B．by asking some famous scientists

C．by doing many experiments

D．with their teachers’ help

3.In the past many people thought .

A．that women must get the same chance as men in education and jobs

B．that women should receive much education

C．that women should get good jobs

D．that women could not do the work well

4.Marie Curie proved to people .

A．that there was a new element uranium

B．that there was a new element radium

C．that women could do their work as well as men if they were really given the same conditions

D．both B and C

 

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科目：高中英語(yǔ) 來(lái)源：湖北省2010屆高三下學(xué)期5月月考英語(yǔ)試題 題型：閱讀理解

E

The Heritage(遺產(chǎn)) at Risk programme aims to understand the overall state of England’s heritage by assessing each of its different elements. In particular we need to indentify those that are facing the greatest pressures and threats. We will use the information to work out how to reduce those pressures and in turn to calculate the resources needed to make our unique heritage of historic places safe.

You can search for sites on the register by entering a site name, location, street or educational block in the box below.

Conservation areas

A nationwide survey of conservation areas indicates that approximately 1 in 7 is at risk  from neglect(疏忽),decay(腐爛)or unpitying change.

Show your support for our campaign go save conservation areas from unavoidable decline and receive a free campaign pack by registering. There are some 9,300 conservation areas across England, meaning that we all live in or near to one or visit one regularly for work, shopping or rest. They are the element of England’s heritage that is all around us and which touches all of our lives. But until now no one had a clear idea what condition they were in.

Buildings

The task of assessing condition and risk started with buildings. Following a survey of all grades of listed buildings in London, English Heritage published in 1991 the first annual register of those at risk there.

The success of this London work led to the national buildings at risk strategy in 1998, and publication of a register of buildings at risk covering all grade I and II listed buildings and structural scheduled monuments in the country, at risk and vulnerable(易受傷害的).

Parks&Gardens

There are 1,600 entries on the current English heritage Register of Historic Parks and Gardens of Special Historic Interest. Sites at risk have typically been adversely(不利地) affected by development and neglect; often they have been changed by development and are faced with major change. Sometimes development beyond the boundary of a registered landscape can be just as harmful as construction within its boundaries; this is especially true that development would influence designed views that extend beyond the chosen site itself.

67.   The purpose of using the information to work out how to reduce pressures is to      .

A. assess each of English heritage’s different elements

B. identify those that are facing the greatest pressures and threats

C. calculate the resources needed to make heritage of historic sites safe

D. help you to search for sites at risk on the register

68. It can be inferred  from “Conservation areas” that conservation are as across England      .

A. are almost all at risk from neglect, decay or unpitying change

B. can be entered with a campaign pack free of charge

C. are in very close connection with our lives

D. are in whatever condition people are sure about

69. The text mainly talks about      .

A. English heritage at risk                      B. historic places of interest

C. English heritage register                     D. location of English heritage

70.According to the last paragraph, the bad effect development has on the sites at risk is that_____.

A. it has changed the sites at risk with no intention

B. it can sometimes cause harm beyond the registered boundaries

C. it would affect  the designed views instead of the chosen sites

D. it has neglected the local people of special historic interest

 

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科目：高中英語(yǔ) 來(lái)源：2010-2011學(xué)年上海市高三上學(xué)期第一次月考英語(yǔ)卷 題型：單項(xiàng)填空

 Unfortunately, the element Madam Curie devoted all her life              her death.

A．to caused

B．causing

C．to be caused

D．to causing

 

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