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Few laws are so effective that you can see results just days after they take effect. But in the nine days since the federal cigarette tax more than doubled—to $1. 01 per pack—smokers have jammed telephone “quit lines” across the country seeking to kick the habit.   
This is not a surprise to public health advocates. They’ve studied the effect of state tax increases for years, finding that smokers, especially teens, are price sensitive. Nor is it a shock to the industry, which fiercely fights every tax increase.  
The only wonder is that so many states insist on closing their ears to the message. Tobacco taxes improve public health, health, they raise money and most particularly, they deter people from taking up the habit as teens, which is when nearly all smokers are addicted. Yet the rate of taxation varies widely.   
In Manhattan, for instance, which has the highest tax in the nation, a pack of Marlboro Light Kings cost $10.06 at one drugstore Wednesday. Charleston, S, C., where the 7-cent-a-pack tax is the lowest in the nation. The price was $4. 78.  
The influence is obvious.   
In New York, high school smoking hit a new low in the latest surveys—13.8%, far below the national average. By comparison, 26% of high school students smoke in Kentucky, Other low-tax states have similarly depressing teen-smoking records.   
Hal Rogers, Representative from Kentucky, like those who are against high tobacco taxes, argues that the burden of the tax falls on low-income Americans “who choose to smoke.”  
That’s true, But there is more reason in keeping future generations of low-income workers from getting hooked in the first place, As for today’s adults, if the new tax drives them to quit, they will have more to spend on their families, cut their risk of cancer and heart disease and feel better.  
66 The text is mainly about___________.   
A. the price of cigarettes                       B. tie rate of teen smoking  
C. the effect of tobacco tax increase              D. the differences in tobacco tax rate  
67 What does the author think is a surprise?  
A. Teen smokers are price sensitive.  
B. Some states still keep the tobacco tax low.   
C.  Tobacco taxes improve public health.   
D.  Tobacco industry fiercely fights the tax rise.   
68. The underlined word "deter” in Paragraph 3 most probably means ______ .   
A. discarding    B. remove    C. benefit      D. free  
69. Rogers’ attitude towards the low-income smokers might be that of _____ .  
A. tolerance   B. unconcern    C. doubt   D. sympathy  
70. What can we learn from the last paragraph?  
A. The new tax will be beneficial in the long run.   
B. Low-income Americans are more likely to fall ill.  
C. Future generations will be hooked on smoking.   
D. Adults will depend more on their families.   

科目 英语   题型 阅读理解   难度 中等
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  Like most people, I’ve long understood that I’ll be judged by my occupation, that my profession is used by people to see how talented I am. Recently, however, I was disappointed to see that it also decides how I’m treated as a person.
  Last year I left a professional position as a small-town reporter and took a job waiting tables. As someone paid to serve food to people, I had customers say and do things to me I suppose they’d never say or do to the people they know. One night a man talking on his cell phone waved me away, then called me back with his finger a minute later, saying angrily that he was ready to order and asking where I’d been.
  I had waited tables during summers in college and was treated like a peon(勤杂工) by plenty of people. But at 19 years old, I believed I deserved inferior(低等的)treatment from professional adults. Besides, people responded to me differently after I told them I was in college. Customers would joke that one day I’d be sitting at their table, waiting to be served.
  Once I graduated I took a job at a community newspaper. From my first day, I heard a respectful tone from everyone who called me. I assumed this was the way the professional world worked--- politely and formally.
  I soon found out differently. I sat several feet away from a person in advertising department with a similar name. Our calls would often get mixed up and someone asking for Kristen would be transferred to Christie. The mistake was immediately clear. Perhaps it was because of money, but people used a tone with Kristen that they never used with me.
  It’s no secret that there’s a lot to put up with when waiting tables, and fortunately, much of it can be easily forgotten when you pocket the tips. The service industry exists to meet others’ needs. Still, it seemed that many of my customers didn’t get the difference between server and servant.
  I’m now applying to graduate school, which means someday I’ll return to a profession where people need to be nice to me in order to get what they want. I think I’ll take them to dinner first, and see how they treat someone whose job is to serve them.
  68. What makes the author disappointed?
  A. Professionals tend to look down upon workers.
  B. Talented people have to do the job waiting tables.
  C. One’s position is used to measure one’s intelligence.
  D. Occupation affects the way one is treated as a person.
  69. What does the author intend to say by the example in Paragraph 2?
  A. Waiting tables is a hard job.
  B. Some customers are difficult to deal with.
  C. The man making a phone call is absent-minded.
  D. Some customers show no respect to those who serve them.
  70. How did the author feel when waiting tables at the age of 19?
  A. She felt it unfair to be treated as a servant.
  B. She found it natural for professionals to treat her as inferior.
  C. She was embarrassed each time her customers joked with her.
  D. She felt badly hurt when her customers regarded her as a peon.
  71. The author says one day she’ll take her customers to dinner in order to _______.
  A. see what kind of person they are
  B. experience the feeling of being served
  C. share her working experience with her customers
  D. help them realize the difference between server and servant

                The Festival of Cultures
                                 August 11-14
              City Park
  The Festival of Cultures is an annual event to celebrate the wide range of cultures found in our great state. People representing 40 cultural groups will share their traditions and customs. Here are just a few of the festival’s many activities.
  Crafts: See the fine art of basket weaving from Vietnam and Zimbabwe. Watch the delicate art of making paper umbrellas from Thailand and the decorative craft of paperl picado, or paper cutting, from Mexico. All craft demonstrations provide a firsthand view of how things are made. You will appreciate the process involved in making these products.
  Music and Dance: Experience musical instruments that you have never heard before. Listening to the music of a sho from Japan, a bull-roarer from Australia, a sitar from India, and a chakay from Thailand. You will also be entertained by folk dances from around the world, such as the troika from Russia and the mayim mayim from Israel. From 1:00 P.M. to 3:00 P.M. on August 14, special folk-dancing classes for children will be offered. Children ranging in age from 6-8 can learn the kinderpolka from Germany. Children ranging in age from 9-12 can learn the raspa from Mexico.
  Storytelling: Listen for hours as professional storytellers charm you with captivating tales. Fables, folktales, and ballads from various countries will be told. By popular demand, Gwendolyn Washington, a famous African American storyteller, is back.
  Food: Enjoy irresistible foods from other countries, such as gyros from Greece, seafood paella from Spain, crepes from France, and tandoori chicken from India. These tasty dishes will be difficult to pass up.

Tickets       August 11-13
 
Tickets        August 14
Adults          $3
Ages 13-18        $2
Ages 6-12        $1
Ages 6 and under Free
 
Adults          $3
Ages 13-18        $2
Ages 12 and under Free

  The Festival of Cultures is sponsored by the World Marketplace. For more information about the festival, call (800) 555-0199.
  64. Which of the following are from Mexico?
  A. The paper cuttingand troika.     B. The kinderpolka and sitar.
  C. The paperl picado and the raspa.    D. The mayim mayim andthe gyros.
  65. A family with two children at the age of 8 and 16 are going to the festival on August
    12. How much money will they pay for the festival?
  A. $5.    B. $6.    C. $8.    D. $9.
  66. What do we know about the festival?
  A. Children will have a chance to learn different folk-dancing.
  B. Storyteller Gwendolyn is invited to the festival for the first time.
  C. People will be offered opportunities to play musical instruments.
  D. Visitors can make paper umbrellas from their first-hand experience.
  67. What’s the purpose of writing this passage?
  A. To advertise for the World Marketplace.
  B. To introduce a wide range of cultural traditions.
  C. To explain the great significance of popularizing the festival.
  D. To persuade readers to attend the festival held in the City Park.

                     
  Exchange a glance with someone, and then look away. Do you realize that you have made a statement? Hold the glance for a second longer and you have made a different statement. Hold it for 3 seconds, and the meaning has changed again. For every social situation, there is a permissible time that you can hold a person’s stare without being friendly, rude, or aggressive. If you are on a lift, what stare-time are you permitted? To answer this question, consider what you typically do. You very likely give other passengers a quick glance to size them up and to assure them that you mean no harm. Since being close to another person signals the possibility of interaction, you need to send out a signal telling others you want to be left alone. So you cut off eye contacts. That is what sociologist Erving Goffiman calls “a dimming of the lights”. You look down at the floor, at the indicator lights, anywhere but into another passenger’s eyes. Should you break the rule against staring at a stranger on a lift, you will make the other person extremely uncomfortable, and you are likely to feel a bit strange yourself.
  If you hold eye contacts for more than 3 seconds, what are you telling another person? Much depends on the person and the situation. For instance, a man and a woman communicate interest in this manner. They stare at each other for about 3 seconds at a time, and then drop their eyes down for 3 seconds, before letting their eyes meet again. But if one man gives another man a 3-second-plus stare, he signals, “I know you”, “I am interested in you” or “You look peculiar and I am curious about you.” This type of stare often produces hostile feelings.
  60. It can be inferred from the first paragraph that ______.
  A. every glance has its significance
  B. a glance carries more meaning than words
  C. a stare longer than 3 seconds is unacceptable
  D. staring at a person is an expression of interest
  61. If you want to be left alone on a lift the best thing to do is ______.
  A. to look into another passenger’s eyes
  B. to keep a distance from other passengers
  C. to avoid eye contacts with other passengers
  D. to signal you don’t mean to do harm to anyone
  62. By “a dimming of the lights”, Erving Goffiman means ______.
  A. closing one’s eyes         B. turning off the lights
  C. stopping glancing at others     D. reducing stare-time to the minimum
  63. The passage mainly discusses ______.
  A. the limitations of eye contacts
  B. the exchange of ideas through eye contacts
  C. proper behavior in different situations in people’s daily life
  D. the role of eye contacts in communication between people

Stepping into a pool of water is common enough, but who could ever imagine stepping into a pool of fish? In February of 1974, Bill Tapp, an Australian farmer, saw a rain of fish that covered his farm. How surprised he must have been when he heard many fish hitting against his roof!
   What caused this strange occurrence? This is a question that had long puzzled people who study fish. The answer turned out to be a combination of wind and storm.
  When it is spring in the northern part of the world, it is fall in Australia. Throughout the autumn season, terrible storms arise and rains flood the land. The strong winds sweep over Australia like huge vacuum cleaners, collecting seaweed, pieces of wood, and even schools of fish. Strong winds may carry these bits of nature for many miles before dropping them on fields, houses, and astonished people.
  Although they seem unusual, fish-falls occur quite frequently in Australia. When Bill Tapp was asked to describe the scene of fish, he remarked, “They look like millions of dead birds falling down.” His statement is not surprising. The wonders of the natural world are as common as rain. Nature, with its infinite wonders, can create waterfalls that flow upward and fish that fall out of the sky.
  56. What is this passage about?
  A. A sad story.             B. A rain of fish.
  C. Australia’s northern part.     D. The damage done by floods.
  57. Fish-falls occur in Australia_________ .
  A. quite often       B. on large farms
  C. only in winter     D. when the air is calm
  58. It is a known fact that ________.
  A. one should watch where one steps
  B. Bill Tapp is a scientist who studies farming
  C. the natural world can never create waterfalls that fall upward
  D. the seasons in the southern part are different from those in the northern part
 59. The word “infinite” is closest in meaning to _________.
  A. easy    B. difficult    C. countless    D. dangerous

London Summer School in Classics
Dates
The London Summer School in Classics 2008 will be held at King’s College London. It will run from 8th July until 17th July. Applications close on 2nd June, 2008.
For an application form, please download either the 2-page PDF or the word format document from the foot of the page.
If you have any problems downloading the application form or any questions, please contact: London Summer School in Classics, King’s College London.
Tel: 020 7848 2299
Fax: 020 7848 2545
Organization
The school is organized by the colleges of the University of London. The summer school offers eight days of intensive teaching in Greek and Latin. There are four language classes each day as well as lectures and a debate, between 10:30 am and 4:30 pm. The course is not residential (提供住宿的), and there is no teaching during the weekend of 12th to 13th July.
The fee is £85.00. Travel grants (旅行补助金) are available as a contribution to your travel costs, but may not cover all your expenses. The travel grants are arranged during the summer school.
Teaching is generally in groups of 12-15 people and it, as far as possible, comprises (包含) of students of roughly the same level of experience. The style of teaching is friendly, but demanding: a lot of work is expected from students during the school, but they usually find the whole experience both stimulating and valuable. Some classes concentrate chiefly on reading, while others offer a mixture of grammar and translation practice. Our tutors include some of the most experienced and talented teachers of Classics in the London area and beyond.
The Summer School in Classics caters for a wide range of interests and for both school & university students as well as those who wish to learn Greek or Latin, or to revive their knowledge of the languages. Our principal concern is to provide a thorough program of language learning in a lively university environment.
62. To join in the school, you have to apply before ________.
A. 8th July, 2008 B. 2nd June, 2008
C. 17th July, 2008 D. 13th July, 2008
63. As a student of the school, you are probably asked to _______.
A. do a lot of reading in Greek and Latin
B. learn the grammar of Greek and Latin only
C. do some translation work only
D. speak Greek and Latin with experienced teachers
64. What is the London Summer School in Classics most concerned about?
A. Providing a stimulating experience for students.
B. Promoting students to develop a wide range of interests.
C. Teaching students languages in a lively environment.
D. Improving students’ level of debating in the argument.
65. Which is one of the teaching ways of the school?
A. Student groups consist of the same level students strictly.
B. Students needn’t do any work in the class.
C. Students learn Greek and Latin by listening to teachers all day.
D. Students are generally divided into groups of 12-15.

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