Mary Barton, particularly in its early chapters, is a moving response to the suffering of the industrial worker in the England of the 1840s. What is most impressive about the book is the intense and painstaking effort made by the author, Elizabeth Gaskell, to convey the experience of everyday life in working-class homes. Her method is partly documentary in nature: the novel includes such features as a carefully annotated reproduction of dialect, the exact details of food prices in an account of a tea party , an itemized description of the furniture of the Bartons living room, and a transcription made especially for use in radio broadcasting) of the ballad The Oldham Weaver. The interest of this record is considerable, even though the method has a slightly distancing effect.
As a member of the middle class, Gaskell could hardly help approaching working-class life as an outside observer and a reporter, and the reader of the novel is always conscious of this fact. But there is genuine imaginative re-creation in her accounts of the walk in Green Heys Fields, of tea at the Bartons house, and of John Barton and his friends discovery of the starving family in the cellar in the chapter Poverty and Death. Indeed, for a similarly convincing re-creation of such families emotions and responses , the English novel had to wait 60 years for the early writing of D. H. Lawrence. If Gaskell never quite conveys the sense of full participation that would completely authenticate this aspect of Mary Barton, she still brings to these scenes an intuitive recognition of feelings that has its own sufficient conviction.
The chapter Old Alices History brilliantly dramatizes the situation of that early generation of workers brought from the villages and the countryside to the urban industrial centers. The account of Job Legh, the weaver and naturalist who is devoted to the study of biology, vividly embodies one kind of response to an urban industrial environment: an affinity for living things that hardens, by its very contrast with its environment, into a kind of crankiness. The early chaptersabout factory workers walking out in spring into Green Heys Fields; about Alice Wilson, remembering in her cellar the twig-gathering for brooms in the native village that she will never again see; about Job Legh, intent on his impaled insectscapture the characteristic responses of a generation to the new and crushing experience of industrialism. The other early chapters eloquently portray the development of the instinctive cooperation with each other that was already becoming an important tradition among workers.
17. Which of the following best describes the authors attitude toward Gaskells use of the method of documentary record in Mary Barton?
Uncritical enthusiasm
Unresolved ambivalence
Qualified approval
Resigned acceptance
Mild irritation
18. According to the passage, Mary Barton and the early novels of D. H. Lawrence share which of the following?
Depiction of the feelings of working-class families
Documentary objectivity about working-class circumstances
Richly detailed description of working-class adjustment to urban life
Imaginatively structured plots about working-class characters
Experimental prose style based on working-class dialect
19. Which of the following is most closely analogous to Job Legh in Mary Barton, as that character is described in the passage?
An entomologist who collected butterflies as a child
A small-town attorney whose hobby is nature photography
A young man who leaves his familys dairy farm to start his own business
A city dweller who raises exotic plants on the roof of his apartment building
A union organizer who works in a textile mill under dangerous conditions
20. It can be inferred from examples given in the last paragraph of the passage that which of the following was part of the new and crushing experience of industrialism for many members of the English working class in the nineteenth century?
Extortionate food prices
Geographical displacement
Hazardous working conditions
Alienation from fellow workers
Dissolution of family ties
21. It can be inferred that the author of the passage believes that Mary Barton might have been an even better novel if Gaskell had
concentrated on the emotions of a single character
made no attempt to re-create experiences of which she had no firsthand knowledge
made no attempt to reproduce working-class dialects
grown up in an industrial city
managed to transcend her position as an outsider
22. Which of the following phrases could best be substituted for the phrase this aspect of Mary Barton in line 29 without changing the meaning of the passage as a whole?
the material details in an urban working-class environment
the influence of Mary Barton on lawrences early work
the place of Mary Barton in the development of the English novel
the extent of the poverty and physical suffering among Englands industrial workers in the 1840s
the portrayal of the particular feelings and responses of working-class characters
23. The author of the passage describes Mary Barton as each of the following EXCEPT:
insightful
meticulous
vivid
poignant
lyrical
As of the late 1980s, neither theorists nor large-scale computer climate models could accurately predict whether cloud systems would help or hurt a warming globe. Some studies suggested that a four percent increase in stratocumulus clouds over the ocean could compensate for a doubling in atmospheric carbon dioxide, preventing a potentially disastrous planetwide temperature increase. On the other hand, an increase in cirrus clouds could increase global warming.
That clouds represented the weakest element in climate models was illustrated by a study of fourteen such models. Comparing climate forecasts for a world with double the current amount of carbon dioxide, researchers found that the models agreed quite well if clouds were not included. But when clouds were incorporated, a wide range of forecasts was produced. With such discrepancies plaguing the models, scientists could not easily predict how quickly the worlds climate would change, nor could they tell which regions would face dustier droughts or deadlier monsoons.
24. The author of the passage is primarily concerned with
confirming a theory
supporting a statement
presenting new information
predicting future discoveries
reconciling discrepant findings
25. It can be inferred that one reason the fourteen models described in the passage failed to agree was that
they failed to incorporate the most up-to-date information about the effect of clouds on climate
they were based on faulty information about factors other than clouds that affect climate
they were based on different assumptions about the overall effects of clouds on climate
their originators disagreed about the kinds of forecasts the models should provide
their originators disagreed about the factors other than clouds that should be included in the models
26. It can be inferred that the primary purpose of the models included in the study discussed in the second paragraph of the passage was to
predict future changes in the worlds climate
predict the effects of cloud systems on the worlds climate
find a way to prevent a disastrous planetwide temperature increase
assess the percentage of the Earths surface covered by cloud systems
estimate by how much the amount of carbon dioxide in the Earths atmosphere will increase
27. The information in the passage suggests that scientists would have to answer which of the following questions in order to predict the effect of clouds on the warming of the globe?
What kinds of cloud systems will form over the Earth?
How can cloud systems be encouraged to form over the ocean?
What are the causes of the projected planetwide temperature increase?
What proportion of cloud systems are currently composed of cirrus of clouds?
What proportion of the clouds in the atmosphere form over land masses?
答案:17-27:CADBEEEBCAA
2015届中考英语知识点备考冲刺复习3
2015届中考英语知识点备考冲刺复习17
2015届中考英语知识点备考冲刺复习6
Back to the past课件9
Back to the past课件8
Language课件5
2015届中考英语第二轮语法备考考点复习51
English around the world课件11
Back to the past课件1
2015届中考英语知识点备考冲刺复习13
The world of our senses课件1
2015届中考英语知识点备考冲刺复习4
2015届中考英语知识点备考冲刺复习8
Back to the past课件7
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English around the world课件5
2015届中考英语知识点备考冲刺复习14
2015届中考英语知识点备考冲刺复习2
The world of our senses课件10
Earthquakes课件10
2015届中考英语知识点备考冲刺复习16
Back to the past课件10
Earthquakes课件11
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Language课件8
2015届中考英语第二轮语法备考考点复习52
Back to the past课件5
2015届中考英语知识点备考冲刺复习9
English around the world课件9
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