SAT阅读真题资料4

　　The passages below we followed by questions based on their content; questions following a pair of related passages may ab be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may be provided.

　　Questions 9-10 are based on the following passage.

　　That nineteenth-century French novelist Honoré de Baizac could be financially wise in his fiction while losing all his money in life was an irony duplicated in other matters. For instance, the very women who had 5 been drawn to him by the penetrating intuition of the female heart that he showed in his novels were appalled to discover how insensitive and awkward the real man could be. It seems the true source of creation for BaLzac was not sensitivity but imagination. Baizac’s 10 fiction originally sprang from an intuition he first discovered as a wretched little school boy locked in a dark closet of his boarding school life is a prison, and only irnagination can open its doors.

　　9. The example in lines 4-8 primarily suggests that

　　A Baizac’s work was not especially popular among female readers

　　B Balzac could not write convincingly about financial matters

　　C Baizac’ s insights into character were not evident in his everyday life

　　D people who knew Baizac personally could not respect him as an artist

　　E readers had unreasonable expectations of Balzac the man

　　10. The author mentions Baizac’ s experience as a schoolboy in order to

　　A explain why Baizac was unable to conduct his financial affairs properly

　　B point out a possible source of Baizac’s powerful imagination

　　C exonerate the boarding school for Balzac’s lackluster performance

　　D foster the impression that Balzac was an unruly student depict the conditions of boarding school life dining Baizac’s youth

　　Questions 11-12 are based on the following passage

　　Dr. Jane Wright insisted in later years that her father, surgeon Louis Wright, never pressured her to study medicine; indeed he warned her how hard becoming a doctor would be. His very fame, within 5 and beyond the African American community, made her training harder in some ways. “His being so good really makes it very difficult,” Wright told an interviewer soon after she graduated from medical school in 1945. “Everyone knows who Papa is.”

　　1 1. The passage suggests that Jane Wright’s medical training was made more difficult because

　　A her father warned her not to study medicine

　　B her father flaunted his success

　　C she did not spend adequate time studying

　　D she shared her father’s desire for fame

　　E she was inevitably compared to her father

　　12. The passage is primarily concerned with Jane Wright’s

　　A views of the medical profession

　　B childhood recollections

　　C perception of her father as a role model

　　D reluctance to collaborate with her father

　　E gratitude for her father’s encouragement

　　Questions 13-24 are based on the following passages.

　　The following two passages consider the experiences of middle - class worn en in nineteenth- century England under the reign of Queen Victoria (1837-190!. Passage I is from a work of social history; Passage 2 is from a study of travel writing.

　　Passage 1

　　In nineteenth century England, middle-class women were usually assigned domestic roles and faced severely limited professional career options. Of course, one can point to England’s monarch, Queen Victoria, as a famous 5 example of a woman at work, and mi11ons of working-

　　class women worked for wages in factories and private homes, on farms. and in stores and markets. But aristocrats were often exempt from societal strictures that hound the middle class. and working-class women were usually 10 looked down on as not being “respectable”for their efforts as workers. As the nineteenth century progressed, it was assumed that a woman engaged in business was a woman without either her own inheritance or a man to support her. Middle-class women already shared with upper-middle-15 class men the societal stumbling blocks to active pursuit of business, which included the feeling that labor was demeaning and not suitable for those with aspirations to gentility. But unlike a man, whose self-worth rose through his economic exertions, a woman who did likewise risked 20 opprobrium for herself and possibly shame for those around her. Inequality in the working world made it exceedingly difficult for a middle-class woman to support herself on her own. let alone support dependents. Thus, at a time when occupation was becoming a core element in masculine 25 identity. any position for middle-class women other than in relation to men was considered anomalous. In the 1851census, the Registrar General introduced a new fifth classof workers, exclusively made up of women:The fifth class comprises large numbers of the population 30 that have no occupation; but it requires no argument to prove that the wife, the mother, the mistress of an English family fills offices and discharges duties of no ordinary importance; or that children are or should be occupied in filial or household duties, and in the task 35 of education, either at home or at school.

　　This conception of women had been developing over a long period. For example, in the late seventeenth century, trade tokens used by local shopkeepers and small masters in family businesses carried the initials of the man’s and the 40 woman’s first names and the couple’s surname, but by the late eighteenth century, only the initials of the male proprietor were retained. This serves to confirm the view of one Victorian man, born in 1790, that whereas his mother had confidently joined in the family auctioneering business,45 the increased division of the sexes had seen the withdrawal of women from business life. Marriage became, more than ever, the only career option offering economic prosperity for women; in business,women appear only as faint shadows behind the scenes.50 The absence of women in business and financial records. makes our knowledge of what middle-class women actually did and how they survived economically quite fragmentary. What we do know is that women’s ability to survive .economically on their own became increasingly difficult in 55 the course of the nineteenth century.

　　Passage 2

　　In the second half of the nineteenth century in England,under the rule of Queen Victoria, because of the long peace and the increasing prosperity, more and more women found themselves able to travel to Europe unescorted. With the 60 increase in travel came an increase in the number of guidebooks, collections of travel hints, and diaries by travelers - many of which were written by or directed to women..

　　Although nineteenth-century women traveled for a variety 65 of reasons, ranging from a desire to do scientific research to involvement in missionary work, undoubtedly a major incentive was the desire to escape from domestic confinement and the social restrictions imposed on the Victorian female in Britain. As Dorothy Middleton observes, “Travel 70 was an individual gesture of the housebound, mandominated Victorian woman.” The “caged birds”of the Victorian parlor found their wings and often took flight inother lands. In a less constrained environment they achieved physical and psychological freedom and some measure of 75 autonomy. In Celebrated Women Travelers ofthe Nineteenth Century ( 1 883, Davenport Adams comments: . “Fettered as women are in European countries by restraints, obligations, and responsibilities, which are too often arbitrary and artificial . . . it is natural enough that when the opportunity 80 offers, they should hail even a temporary emancipation through travel.”

　　By the latter part of the nineteenth century, women travelers began to be singled out as exemplars of the new social and political freedom and prowess of women.85 Ironically, Mary Kingsley and other women travelers were opposed to or simply uninterested in the late Victorian campaigns to extend women’s political rights. Thus, whenMary Kingsley returned from West Africa in 1 895, she was chagrined to discover that she was being hailed as a new 90 woman” because of her travels. Despite her often out-spoken distaste for the “new women” agitating for greater freedom, the travel books that she and others had written still suggested, as Paul Fussell has argued, “an implicit celebration of freedom.”

　　13 Lines 1 8-2 1 suggest that for Victorian middle-class women, “self-worth”and “economic exertions”were thought to be

　　A mutually exclusive

　　B constantly evolving

　　C the two keys to success

　　D essential to finding a husband

　　E easy to achieve

　　14. ln line 24, “occupation” most nearly means

　　A military conquest

　　B pleasant diversion

　　C vocation

　　D settlement

　　E political repression

　　15 The author of Passage1 considers trade tokens (lines 37-38 as evidence against the prevalence of a fifth class in the seventeenth century because they

　　A served as legal currency.

　　B were issued to both middle-class and working- class women

　　C helped neutralize gender stereotypes of the day

　　D failed to identify women by their names and

　　positions

　　E identified men and women as partners in business

　　16. All of the following are referred to in Passage 1 as evidence of women’s diminished social status in Victorian England EXCEPT the

　　A disparity between men’ s and women’ s career

　　opportunities

　　B shame risked by women who wished to enter Commerce

　　C exclusion of women’s initials from trade tokens

　　D influence of the queen

　　E absence of financial records documenting women’s activity

　　17 Which statement about British society, if true, would most directly support the view described in lines 42-46 ?

　　A Seventeenth-century women workers could raise their status by assuming greater responsibilities.

　　B Women wrote more novels in the early nineteenth century than they did in the early eighteenth century.

　　C Women and girls worked in factories throughout the nineteenth century.

　　D The practice of married couples jointly running businesses died out in the early nineteenth century.

　　E In the seventeenth century, formal academic institutions were closed to women.

　　18. In context, “hail” (line 80 most nearly means

　　(A call out to

　　(B gesture to

　　(C come from

　　(D welcome

　　(E summon

　　19. In Passage 2, Mary Kingsley’s attitude toward rights campaigns (lines 85-90 suggests

　　A a single-minded dedication to equality between the sexes

　　B a way in which dedication to one cause can lead to antagonism toward another

　　C a striking inconsistency between her identity a British citizen and her identity as a woman

　　D an understanding of the link between women’struggle for freedom and the struggles of other groups

　　E a contradiction between her personal motives and the way her actions are interpreted

　　20. According to Passage 2, nineteenth-century British women were motivated to travel by which of the following?

　　I. Educational pursuits

　　II Humanitarian concerns

　　III Entrepreneurial interests

　　A I only

　　B III only

　　C I and II only

　　D I and III only

　　E II and III only

　　21. Which British traveler of the Victorian era would 1 illustrate the argument made in Passage 2?

　　A A middle-class woman who tours Greece and Egypt to examine ancient ruins.

　　B An aristocratic woman who lives in the Asian capital where her father is the British ambassador.

　　C A young woman and her husband, both missionaries, who relocate permanently in a distant country.

　　D A nursemaid who accompanies an aristocratic family to its new home in New York City.

　　E A young girl from a poor family who is sent t relatives to make her fortune in Australia.

　　22. The “fifth class” (line 29 in Passage us most like which group in Passage 2?

　　A Women who worked as missionaries

　　B The “caged birds” (line 71

　　C The “new woman”(lines 89-90

　　D Dorothy Middleton and Mary Kingsley

　　E Davenport Adams and Paul Fussell

　　23. Passage 1 and Passage 2 share a general tone of

　　A affectionate nostalgia

　　B analytical detachment

　　C personal regret

　　D righteous indignation

　　E open hostility

　　24. The information in Passage 1 supports which assumption about the women described in Passage 2?

　　A They were discouraged from pursuing careers in their native country.

　　B They sought to establish new businesses in foreign countries.

　　C They traveled with children and other family members.

　　D They were universally admired by British women from every class of society.

　　E They were committed advocates of social reform4