The Neutrality of American in the Early World War II
The establishment of the Third Reich influenced events in American history by starting a chain of events which culminated in war between Germany and the United States. The compete destruction of democracy, the persecution of Jews, the war on religion, the cruelty and barbarism of the Nazis, and especially the plans of Germany and her allies, Italy and Japan, for world conquest caused great indignation in this country and brought on fear of another world war. While speaking out against Hitler’s atrocities, the American people generally favored isolationist policies and neutrality. The Neutrality Acts of 1935 and 1936 prohibited trade with any belligerents or loans to them. In 1937 the President was empowered to declare an arms embargo in wars between nations at his discretion.
American opinion began to change somewhat after President Roosevelt’s “quarantine the aggressor” speech at Chicago (1937) in which he severely criticized Hitler’s policies. Germany’s seizure of Austria and the Munich Pact for the partition of Czechoslovakia (1938) also aroused the American people. The conquest of Czechoslovakia in March, 1939 was another rude awakening to the menace of the Third Reich. In August, 1939 came the shock of the Nazi-soviet Pact and in September the attack on Poland and the outbreak of European war. The United States attempted to maintain neutrality in spite of sympathy for the democracies arrayed against the Third Reich. The Neutrality Act of 1939 repealed the arms embargo and permitted “cash and carry” exports of arms to belligerent nations. A strong national defense program was begun. A draft act was passed (1940) to strengthen the military services. A Lend Act (1941) authorized the President to sell, exchange, or lend materials to any country deemed necessary by him for the defense of the United States. Help was given to Britain by exchanging certain overage destroyers for the right to establish American bases in British territory in the Western Hemisphere. In August, 1940 President Roosevelt and Prime Minister Churchill met and issued the Atlantic Charter which proclaimed the kind of a world which should be established after the war. In December, 1941, Japan launched the unprovoked attack on the United States at Pearl Harbor. Immediately thereafter, Germany declared war on the United States.
小題1:One item occurring before 1937 that the author does not mention in his list of actions that alienated the American public was
A the burning of the Reichstag.   B German plans for conquest.
C Nazi barbarism.             D the persecution of religious groups.
小題2:The Lend-Lease Act was designed to
A help the British.
B strengthen the national defense of the United States.
C promote the Atlantic Charter.
D avenge Pearl Harbor.
小題3:American Policy during the years 1935-1936 may be described as being
A watchful.  B isolationist.  C peaceful.   D indifferent.
小題4:The Neutrality Act of 1939
A permitted the selling of arms to belligerent nations.
B antagonized Japan.
C permitted the British to trade only with the Allies.
D led to Lend-Lease Act.
小題5:We entered the war against Germany
A because Germany declared war.
B because Japan was an ally of Germany.
C after Germany had signed the Nazi-soviet Pact.
D after peaceful efforts had failed.

小題1:A
小題2:B
小題3:B
小題4:A
小題5:A

文章講述了第三帝國成立,美國由中立到宣戰(zhàn)的一段歷史。采用按年代先后進行敘述的寫作手法。文章一開始就點明主題:“第三帝國的成立影響了美國歷史,從一系列事情開始,最終導(dǎo)致德國和美國交戰(zhàn)。”
小題1:帝國大廈焚毀,眾所周知,這是納粹希特勒精心策劃的一次政治陰謀,旨在迫害德國共產(chǎn)黨。
B. 德國征服計劃。C. 納粹之殘暴。D. 迫害宗教團體。在文中都提到。見第一段第二句“民主的全面摧毀、對猶太人的迫害、摧殘宗教、納粹的殘忍和野蠻,特別是德國及其盟國意、日、征服世界的計劃激起美國極大憤怒,也帶來了對又一次世界大戰(zhàn)的恐懼。”
小題2:加強美國國防。見第二段導(dǎo)數(shù)第五句“1941年的租借法規(guī)定:總統(tǒng)對他認為保衛(wèi)美國所需要的國家有權(quán)賣給、交換或借給他們物資!
A. 幫助英國,不對。C. 促進大西洋公約。大西洋公約是1941年8月,羅斯福和邱吉爾會面后的聯(lián)合公告。D. 報復(fù)珍珠港。是1941年日本發(fā)起襲擊的報復(fù)。
小題3:與世隔絕。這在第一段第三句“美國人民雖然反對希特勒的兇殘等事,他們一般還是喜歡孤立(與世隔絕的)政策和保持中立。1933年和1936年的中立條約規(guī)定:禁止和交戰(zhàn)國雙方貿(mào)易和借貸!
A. 觀察的。C. 和平的。D. 不正確的。
小題4:允許把武器賣給交戰(zhàn)國。答案在第二段第六句“1939年的中立條約取消了武器禁運,允許進行現(xiàn)鈔交易出口武器給交戰(zhàn)國。”
B. 和日本敵對。C. 允許英國只能和其盟國貿(mào)易。D. 導(dǎo)致租借條約。
小題5:因為德國宣戰(zhàn)。這在第一段已有說明。盡管希特勒壞事做盡,美國還是傾向于中立政策。第二段羅斯福在芝加哥的演講,態(tài)度稍有改變。嚴厲批評希特勒的政策,但仍然以中立為主。1941年日本襲擊珍珠港,不久德國宣戰(zhàn),美國才不得不參戰(zhàn)。
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科目:高中英語 來源:不詳 題型:閱讀理解


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A.give others books as gifts
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C.get close to others through gifts
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C.the arches of Zhaozhou bridgeD.the importance of Zhaozhou bridge
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C.they were handed down by the ancestors
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C.He doubts where it started.D.He knows when it was sent to Europe
小題5: What was the author most probably talk about next?
A.The role of China in the spread of the national flag.
B.The second ancestor of the national flag.
C.The use of modern flags in Europe
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Our findings suggest that the structure of the brain is changed by the experience of learning a second language,”said the scientists.
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A. It means that we can practise our brain by studying a second language
B. It means that the change itself increases the ability to learn
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科目:高中英語 來源:不詳 題型:閱讀理解

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The story of the return journey is told in The Odyssey, a collection of poems piecing together the bits of the story from the many different places where the story took place.
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A.they have different views and beliefs
B.Prince Paris from Troy wanted to control Greek
C.they were war-like countries
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A.The battle outside Troy lasted for ten years.
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D.The Greek warriors saved Queen Helen and head home successfully
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科目:高中英語 來源:不詳 題型:閱讀理解

Some people can stay up all night and still get work done the next day.I'm not one of them.After a night without enough sleep, I feel bad?tempered.I have trouble remembering things.And all I want to do is to crawl into bed and sleep.
How do you feel after you've stayed up late to finish schoolwork? Or the day after an overnight party? Scientists now say that your answers to these questions may depend on your genes.
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Scientists from the University of Surrey in England studied 24 people who had either two short or two long copies of “period 3”.Study participants had to stay awake 40 hours straight.Then,they took tests that measured  how quickly they pushed a button when numbers flashed on screen and how well they could remember lists of numbers.
Results showed that the people with the short form of “period 3” performed much better on these tests than the people with the long form did.In both groups,people performed worst in the early morning.
After the first round of experiments,participants were finally allowed to sleep.People in the group that performed well on the tests (those with the short form of “period 3”) took about 18 minutes to nod off.
People with the long “period 3” gene, by contrast, fell asleep in just 8 minutes.They also spent more time on deep sleep.That suggests that people with the long form of the gene need more and deeper sleep to keep their brains working in top form.
I think I must have the long form of“period 3”.What about you?
小題1:The purpose of this passage might be________.
A.to tell us the importance of plenty of sleep
B.to tell the result of a research on sleepy gene
C.to inform the harm of lacking sleep
D.to announce the sleeping rules of humans
小題2:Which of the following decides how well you perform without sleep?
A.One short form.
B.One long copy.
C.One short and two long copies.
D.Period 3.
小題3:What kind of people need less sleep according to the research?
A.Those with two long copies of the gene.
B.Those with two short copies of the gene.
C.Those with one short and one long copy of the gene.
D.Those with three short copies of the gene.
小題4:If one lacks enough sleep,one should avoid doing important or dangerous things ________.
A.a(chǎn)t dawnB.a(chǎn)t night
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科目:高中英語 來源:不詳 題型:閱讀理解

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小題1:The French doctor found the boy ________.
  A. wandering in the woods    B at his doorstep
  C. growling at him        D. speaking understandably
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A.the boy had never lost his mindB.the boy trusted him
C.the boy liked to dress upD.the boy worked very hard
小題4:Which of the following statements is not true?
A.She-Wolves have been said to replace human children for their lost litter.
B.Examples of wolves caring for human children can be found only in the nineteenth century.
C.The French doctor succeeded in training the boy to enjoy the human life somewhat.
D.The young boy never was able to speak perfectly.
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