Historically, the term “fair trade” has meant many things. The Fair Trade League was  1 in Britain in 1881 to restrict 2  from foreign countries. In the United States, businesses and labor unions  3  “fair trade” laws to construct what economist Joseph Stiglitz calls “barriers to imports.” These so called “anti-dumping(反傾銷)” laws allow a company that  4  a foreign one of selling a product below cost to request that the government charge special taxes to protect it from “unfair”  5 .

Such dark protectionist thoughts are far from the  6  of the organizers of the United Kingdom’s annual “Fairtrade Fortnight”. Their  7 aim is to raise the price paid to developing-country farmers for their  8  by cutting out the inflated profits of the middlemen on whom they  9  for getting their goods to distant markets. Fair-trade products  10  cocoa, coffee, tea, and bananas do not compete with domestic European production, and  11  do not have a protectionist motive(動機(jī)).

This is how it works: In  12  for being paid a guaranteed price and meeting “agreed labor and environmental standards” (minimum wages, no farm chemicals ), poor-country farming cooperatives(合作社) receive a FAIRTRADE mark for their products, given 13  by the FAIRTRADE Labeling Organization. This mark  14  supermarkets and other businesses to sell the products at a higher than  15  price . Third-world farmers get their income increased , 16  first-world consumers get to feel virtuous: a marriage made in heaven.

The fair-trade movement,  17  in the 1980’s, has been growing rapidly. In a significant breakthrough in 1997, the British House of Commons  18  to serve only fair-trade coffee. By the end of 2007, more than 600 producers’ organizations,  19  1.4 million farmers in 58 countries, were selling fair-trade products. Today, a quarter of all bananas in UK supermarkets are sold under a FAIRTRADE mark. But FAIRTRADE-labeled products still represent a very  20 share – typically less than 1% – of global sales of cocoa, tea, coffee, etc.

1.                A．discovered      B．founded        C．encouraged   D．promoted

 

2.                A．imports         B．exports         C．output   D．trade

 

3.                A．disobey        B．break          C．use  D．study

 

4.                A．suspects        B．needs          C．wants    D．a(chǎn)dvertises

 

5.                A．a(chǎn)greement      B．contract        C．game D．competition

 

6.                A．worries         B．minds          C．comments D．projects

 

7.                A．educational     B．political         C．worthy   D．immediate

 

8.                A．favour         B．benefit         C．interest   D．produce

 

9.                A．depend        B．spend          C．look D．a(chǎn)pply

 

10.               A．a(chǎn)s             B．like            C．with  D．for

 

11.               A．instead         B．otherwise       C．therefore  D．a(chǎn)nyhow

 

12.               A．fear           B．store          C．preparation    D．exchange

 

13.               A．secretly        B．publicly        C．officially   D．successfully

 

14.               A．urges          B．enables        C．orders    D．forces

 

15.               A．normal         B．potential        C．lowest D．best

 

16.               A．when          B．while          C．a(chǎn)s    D．but

 

17.               A．launched       B．a(chǎn)rranged       C．invented  D．developed

 

18.               A．wanted         B．refused        C．had  D．decided

 

19.               A．telling          B．representing    C．Choosing D．receiving

 

20.               A．small          B．little           C．good D．large

 

 

【答案】

1.B

2.A

3.C

4.A

5.D

6.B

7.C

8.D

9.A

10.B

11.C

12.D

13.C

14.B

15.A

16.B

17.A

18.D

19.B

20.A

【解析】

試題分析：文章主要講解了公平貿(mào)易聯(lián)盟成立的歷史及其成立的宗旨，并介紹了這個組織下所提供的產(chǎn)品都會有一種FAIRTRADE的標(biāo)記同時介紹了這些公平貿(mào)易產(chǎn)品的市場情況。

1.A. discovered發(fā)現(xiàn)B. founded成立C. encouraged 鼓勵D. promoted促進(jìn)；前文講到公平貿(mào)易聯(lián)盟The Fair Trade League，所以應(yīng)該是成立于1881年。故選 B

2.A. imports 進(jìn)口B. exports出口C. output輸出D. trade貿(mào)易；后文講到barriers to imports.進(jìn)口壁壘，所以此處應(yīng)該是用來限制外國的進(jìn)口的，故選A

3.A. disobey 違反B. break打破C. use 使用D. study學(xué)習(xí)，研究；在美國，商業(yè)和勞工組織都使用公平貿(mào)易的法律來構(gòu)建所謂的進(jìn)口貿(mào)易壁壘。故選C

4.A. suspects懷疑   D. advertises廣告；這種就是所謂的反傾銷條例，它允許一個公司懷疑另一個外國公司以低于成本價的方式而買產(chǎn)品。故選A

5.A. agreement協(xié)議B. contract合同C. game游戲D. competition競爭；這種反傾銷條例是要求政府對那些公司征收特殊的稅來保護(hù)其國內(nèi)公司，免遭不公平的競爭，故選D

6.A. worries 擔(dān)心B. minds想法C. comments評論D. projects項(xiàng)目；這種貿(mào)易保護(hù)主義的思想是背離了那些英國歷年舉行公平貿(mào)易周的那些組織者的初衷。minds想法，初衷，故選B

7.A. educational 教育意義的B. political政治的C. worthy有價值的，相稱的D. immediate立刻的；這些組織者的真正目的是提高支付給發(fā)展中國家農(nóng)民的前。符合題意的只有C.

8.A. favour偏愛，贊同B. benefit益處C. interest利益D. produce產(chǎn)品；為發(fā)展中國家的農(nóng)民所提供的產(chǎn)品支付更高的價錢。故選D

9.這里運(yùn)用了定語從句，depend on依賴于，on提前，句意：發(fā)展中國家的農(nóng)民們依靠中間商將他們的產(chǎn)品遠(yuǎn)銷海外。故選A

10.like像…，像可可粉、咖啡、茶和香蕉等公平貿(mào)易的產(chǎn)品就不會與歐洲國內(nèi)的產(chǎn)品進(jìn)行競爭，故選B

11.A. instead代替B. otherwise否則C. therefore因此D. anyhow無論怎樣；前文講到不會和國內(nèi)的產(chǎn)品競爭因此不會有貿(mào)易保護(hù)主義的動機(jī)。故選C

12.貧困國家農(nóng)場合作社將支付了保證金和滿足勞動和環(huán)保標(biāo)準(zhǔn)的產(chǎn)品作為交換，來為他們的產(chǎn)品提供fairtrade的標(biāo)記，故選D

13.A. secretly秘密地B. publicly 公共地C. officially官方地D. successfully成功地 ；這個標(biāo)志是一個名叫FAIRTRADE Labeling Organization的官方組織所給的，故選C

14.這個標(biāo)志允許超市和別的商店以一個更高的價錢出售這些產(chǎn)品，故選B

15.A. normal 通常的B. potential潛在的C. lowest最低的D. best最好的，前文講到在超市或是別的商店賣的東西要比平常的貴，所以選A

16.while表示兩個動作同時進(jìn)行，第三世界的農(nóng)民的收入會增加，同時第一世界的消費(fèi)者們也會逐漸的感到是件好事，故選B

17.A. launched啟動B. arranged安排C. invented發(fā)明D. developed開發(fā)；這個公平貿(mào)易運(yùn)動是開始于20世界80年代，故選A

18.A. wanted想要B. refused 拒絕C. had有D. decided決定；句意：英國的下議院決定只提供這種公平貿(mào)易的咖啡，故選D

19.A. telling告訴B. representing代表C. Choosing選擇D. receiving接收；到2007年為止，超過600個組織，代表著58個國家的140萬農(nóng)民正在出售這種公平貿(mào)易的產(chǎn)品。故選B

20.前文作者語意進(jìn)行轉(zhuǎn)折，所以雖然英國四分之一的香蕉都是這種標(biāo)示的，但跟全球的可可粉，茶，咖啡來比，仍然是一個很小的份額，故選A

考點(diǎn)：政治經(jīng)濟(jì)文化類說明文

點(diǎn)評：本文較難，一般經(jīng)濟(jì)，科技類的文體都是學(xué)生比較難解答的題。說明文是歷年高考很常見的文體，對于科技類的說明文比較難，而對于說物的文體較容易。本文中，把握好一個中心即介紹了公平貿(mào)易的宗旨和歷史。同時，解答此類文章首先花時間進(jìn)行整體的閱讀，不要逐一作答，在理解文意后再結(jié)合語法進(jìn)行句子成分分析，將長句難句進(jìn)行劃分，最終理解句意。

 

練習(xí)冊系列答案
相關(guān)習(xí)題

科目：高中英語 來源：重慶市萬州區(qū)2010屆高三下學(xué)期第二次學(xué)業(yè)質(zhì)量調(diào)研抽測英語試卷 題型：閱讀理解

E

In 1789 the US. government passed a law which said that the land of the American Indians could never be taken from them without their agreement. One hundred years later, however, the Indians only had a very small part of the land that originally belonged to them. How did this great injustice occur?

After 1812 white settlers began to move west across North America. At first, the settlers and the Indians lived in peace. However, the number of settlers increased greatly every year, and slowly the Indians began to see the white settlers as a danger to their survival. To feed themselves, the settlers killed more and more wild animals. The Indians, who depended on these animals for food, had to struggle against starvation. The settlers also brought with them many diseases which were common in white society, but which were new for the Indians. Great numbers of Indians became sick and died. Between 1843 and 1854 the Indian population in one area of the country went down from 100,000 to 30,000.

More land was needed for the increasing number of white settlers. In Washington, the old respect for the rights of the Indians disappeared. The old promises to the Indians were broken; the government began to move groups of Indians from their original homelands to other poorer parts of the country. Some Indians reacted angrily and violently to this treatment. They began to attack white settlers, and the Indian war began. For 30 years, until the late 1880s, different groups of Indians fought against the injustices of the white man. They had a few famous successes, but the result of the struggle was never in doubt. There were too many white soldiers, and they were too powerful. Many Indians were killed; the survivors were moved from their homelands to different areas of the country. It was a terrible chapter in the history of a country that promised freedom and equality to everyone.

72．It can be inferred from the passage that______.

A．in the US there were many laws that provided to the rights of American Indians

B．the law which was passed in 1789 by the US government was not successfully carried out

C．in the 19th century no injustices were done against the Indians by the US government

D．the majority of white settlers were openly opposed to the law passed in 1789

73．According to the passage which of the following is true?

A．The Indians believed that killing too many wild animals had disturbed the balance of nature.

B．The government began to have a better understanding of the Indians in the 1850s.

C．Between 1843 and 1854 about 70,000 Indians were killed in the battle.

D．The whites carried serious diseases into where the Indians lived.

74．It is implied in the passage that______.

A．the Indians had many great successes in the Indians war

B．the Indians had no doubt that they would win the war

C．a(chǎn)fter the war the Indians stayed where they were before

D．the Indians were too weak to win the struggle

75．The last sentence of the passage______.

A．serves as the author's comment on the historical event described above

B．gives the reader the impression that injustice is everywhere in the US

C．makes a conclusion that such events talked above will never happen again

D．brings about the topic that how the US government will deal with the problem

 

查看答案和解析>>

科目：高中英語 來源：江蘇省南京市2010屆高三考前訓(xùn)練題 題型：任務(wù)型閱讀

     An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

Deciding what you want to learn more about.
 

Selecting either a participant or a   __(9)  .
 

Making a list of possible interview questions.
 

  (10)  with general questions and save more sensitive ones for later.
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

查看答案和解析>>

科目：高中英語 來源：江蘇省2010屆高三考前適應(yīng)性考試英語試題 題型：任務(wù)型閱讀

 

 

第四部分：任務(wù)型閱讀（每小題1分，滿分10分）

    請認(rèn)真閱讀下列短文，并根據(jù)短文的內(nèi)容要點(diǎn)完成文章后的表格。注意：補(bǔ)全填空應(yīng)符合語法和搭配要求，每空只填一個單詞。請將答案寫在答題紙上的相應(yīng)位置。

An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

查看答案和解析>>

科目：高中英語 來源：江蘇省2010屆高三下學(xué)期4月聯(lián)考 題型：閱讀理解

第三部分：閱讀理解（共15小題，每題2分，滿分30分）

閱讀下列短文，從短文后各題所給的A、B、C、D四個選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

A

Many people have described television as a passive activity that is harmful to children’s

education. However，there are good and bad ways to watch television．Parents who are interested in using television as a learning tool can actually turn time in front of TV into an educational chance．

Probably the most familiar educational way to use television is to simply watch educational programs．In particular，this means selecting channels and programs specially designed for educational purposes．Along with traditional educational shows for children on public broadcasting channels，cable television now offers kids and adults a wide variety of educational programs，with everything from nature shows to historical events in different countries．

Captioning，such as “closed captioning” for hearing disabled viewers provides another way for parents to exploit（開發(fā)） the educational possibilities of television．One study showed that children who watched captioned TV got great improvement in their vocabulary and oral reading ability．In addition，parents can make any show a learning class by watching television together with children．By actively joining children in the programs that they are watching，parents can help with the development of such skills as predicting  and summarizing．In order to develop predicting skills，parents and children could first refer to a program’s description in a viewing guide．After reading the program description and guessing what might happen in the program，parents and children could watch together to see which predictions were correct．And to practice summarizing，after watching a program，parents can turn off the TV and ask what the story was about．This kind of activity helps children develop thinking skills such as arranging events in an order and memorizing information．

Although there will still be plenty of times when children watch TV simply for passive enjoyment，parents can help make at least part of their children’s viewing time a more productive activity．Used intelligently by exploiting the learning chances available through various programs，television can play an instructive role in children’s education．

56．Which activity is NOT suggested in the passage?

A．Predicting and summarizing TV shows  B．Watching captions on TV．

C．Enjoying films about nature．              D．Watching shows for homework．

57．We can learn from the last paragraph that ______．

A．not every minute when a child watches television must be educational

B．children should not use television for passive enjoyment

C．some children prefer reading to watching television

D．television offers more learning chances than school

58．Which of the following questions is the major one discussed in the passage?

A．What makes television more interesting than books?

B．Why should schools put television into classrooms?

C．How can parents use television as a teaching tool?

D．Which program can actually make kids smarter?  

 

查看答案和解析>>

科目：高中英語 來源：2010-2011學(xué)年湖北黃岡中學(xué)高三最后一次適應(yīng)性考試英語試題 題型：閱讀理解

There seems never to have been a civilization without toys, but when and how they developed is unknown. They probably came about just to give children something to do.

In the ancient world, as is today, most boys played with some kinds of toys and most girls with another. In societies where social roles are strictly determined, boys pattern their play after the activities of their fathers and girls after the tasks of their mothers.This is true because boys and girls are being prepared, even in play, to step into the roles and responsibilities of the adult world.

What is remarkable about the history of toys is not so much how they changed over the centuries but how much they have remained the same. The changes have been mostly in terms of skill, mechanics, and technology. It is the universality of toys with regard to their development in all parts of the world and their insistence to the present that is amazing. In Egypt, the US, China,Japan and among the Arctic peoples, generally the same kinds of toys appeared. Variations depended on local customs and ways of life because toys reflect their surroundings.Nearly every civilization had dolls, little weapons, toy soldiers, tiny animals and vehicles.

Because toys can be generally regarded as a kind of art form, they have not been affected by technological quick development that characterize inventions for adult use. The progress from the wheel to the ox-cart to the automobile is a direct line of ahievement. The progress from a rattle(撥浪鼓) used by a baby in 3000 BC to one used by a baby today, however, is not characterized by inventiveness. Each rattle is the product of the artistic tastes of times and subject to the limtations of available materials.

1.. The reason why the toys most boys play with are different from those that girls play with is that_________.

A．their social roles are strictly determined

B．most boys would like to follow their fathers’ professions

C．boys like to play with their fathers while girls with their mothers

D．they like challenging activities

2.. Which of the following is the author’s view on the historical development of toys？

A．The making skills in toys has remained essentially unchanged.

B．Toys have remained basically the same all through the centuries.

C．The toy industry has witnessed great improvement in technology in recent years.

D．Toys are playing an increasingly important role in shaping a child’s character.

3.. Regarded as a kind of art form, toys________.

A．follow a direct line of achievement

B．a(chǎn)lso appeal greatly to adults

C．a(chǎn)re not characterized by technological progress

D．reflect the pace of social progress

4.. The author uses the example of a rattle to show that________.

A．in toy-making there is a continuity in the use of materials

B．even the simplest toys can reflect the progress of technology

C．it often takes a long time to introduce new technology into toy-making

D．even a simple toy can mirror the artistic tastes of the time

 

查看答案和解析>>

同步練習(xí)冊答案