Captain Henry, _____ crept slowly through the underbrush.

The railroad industry could not have grown as large as it did without steel. The first rails were made of iron. But iron rails were not strong enough to support heavy trains running at high speeds. Railroad executives wanted to replace them with steel rails because steel was ten or fifteen times stronger and lasted twenty times longer. Before the 1870's, however, steel was too expensive to be widely used. It was made by a slow and expensive process of heating, stirring and reheating iron ore.

Then the inventor Henry Bessemer discovered that directing a blast of air at melted iron in a furnace would burn out the impurities that made the iron brittle. As the air shot through the furnace, the bubbling metal would erupt in showers of sparks. When the fire cooled, the metal had been changed, or converted to steel. The Bessemer converter made possible the mass production of steel. Now three to five tons of iron could be changed into steel in a matter of minutes.

Just when the demand for more and more steel developed, prospectors discovered huge new deposits of iron ore in the Mesabi Range, a 120 long region in Minnesota near Lake Superior. The Mesabi deposits were so near the surface that they could be mined with steam shovels.

Barges and steamers carried the iron ore through Lake Superior to depots on the southern shores of Lake Michigan and Lake Erie. With dizzying speed Gary, Indiana, and Toledo, Youngstown, and Cleveland, Ohio, became major steel manufacturing centers. Pittsburgh was the greatest steel city of ail.

Steel was the basic building material of the industrial age. Production skyrocketed from seventy seven thousand tons in 1870 to over eleven million tons in 1900.

According to the passage, the railroad industry preferred steel to iron because steel was ______.

A．cheaper and more plentiful

B．lighter and easier to mold

C．cleaner and easier to mine

D．stronger and more durable

The railroad industry could not have grown as large as it did without steel. The first rails were made of iron. But iron rails were not strong enough to support heavy trains running at high speeds. Railroad executives wanted to replace them with steel rails because steel was ten or fifteen times stronger and lasted twenty times longer. Before the 1870's, however, steel was too expensive to be widely used. It was made by a slow and expensive process of heating, stirring, and reheating iron ore.

Then the inventor Henry Bessemer discovered that directing a blast of air at melted iron in a furnace would burn out the impurities that made the iron brittle (易碎的). As the air shot through the furnace, the bubbling metal would erupt in showers of sparks. When the fire cooled, the metal had been changed, or converted, to steel. The Bessemer Converter made possible the mass production of steel. Now three to five tons of iron could be changed into steel in a mater of minutes.

Just when the demand for more and more steel developed, prospectors, discovered huge new deposits of iron ore in the Mesabi Range, a 120-mile-long region in Minnesota near Lake Superior. The Mesabi deposits were so near the surface that they could be mined with steam shovels.

Barges and steamers carded the iron ore through Lake Superior to depots (车站) on the southern shores of Lake Michigan and Lake Erie. With dizzying speed, Gary, Indiana, and Toledo, Youngstown, and Cleveland, Ohio, became major steel-manufacturing centers. Pittsburgh was the greatest steel city of all.

Steel was the basic building material of the industrial age. Production skyrocketed from seventy-seven thousand tons in 1870 to over eleven million tons in 1900.

According to the passage, the railroad industry preferred steel to iron because steel was ______.

A．cheaper and more plentiful

B．lighter, and easier to mold

C．cleaner, and easier to mine

D．stronger and more durable

The railroad industry could not have grown as large as it did without steel. The first rails were made of iron. But iron rails were not strong enough to support heavy trains running at high speeds. Railroad executives wanted to replace them with steel rails because steel was ten or fifteen times stronger and lasted twenty times longer. Before the 1870's, however, steel was too expensive to be widely used. It was made by a slow and expensive process of heating, stirring, and reheating iron ore.

Then the inventor Henry Bessemer discovered that directing a blast of air at melted iron in a furnace would burn out the impurities that made the iron brittle (易碎的). As the air shot through the furnace, the bubbling metal would erupt in showers of sparks. When the fire cooled, the metal had been changed, or converted, to steel. The Bessemer Converter made possible the mass production of steel. Now three to five tons of iron could be changed into steel in a mater of minutes.

Just when the demand for more and more steel developed, prospectors, discovered huge new deposits of iron ore in the Mesabi Range, a 120-mile-long region in Minnesota near Lake Superior. The Mesabi deposits were so near the surface that they could be mined with steam shovels.

Barges and steamers carded the iron ore through Lake Superior to depots (车站) on the southern shores of Lake Michigan and Lake Erie. With dizzying speed, Gary, Indiana, and Toledo, Youngstown, and Cleveland, Ohio, became major steel-manufacturing centers. Pittsburgh was the greatest steel city of all.

Steel was the basic building material of the industrial age. Production skyrocketed from seventy-seven thousand tons in 1870 to over eleven million tons in 1900.

According to the passage, the railroad industry preferred steel to iron because steel was ______.

A．cheaper and more plentiful

B．lighter, and easier to mold

C．cleaner, and easier to mine

D．stronger and more durable

听力原文：W: Did you visit Henry last Sunday?

M: Well, I intended to, but I caught a Cold, so I went to the hospital instead.

What did the man do last Sunday?

A．He called up Henry.

B．He stayed at home.

C．He visited Henry.

D．He went to see a doctor.

A、Thomas Wolsey

B、Thomas More

C、Thomas Cromwell

D、Thomas Young

Elizabeth was fortunate to be born in the lull flush of Renaissance enthusiasm for education. Women had always been educated of course, for had not St. Paul said that women were men’s equals in the possession of a soul? But to the old idea that they should be trained in Christian manners and thought was now added a new purpose: to quicken the spirit and train them in the craft and eloquence of the classical authors of Greece and Rome. Critics were not wanting, morbidly obsessed with the weaknesses of the sex-- its love of novelty and inborn tendency to vice -- to think women dangerous enough without adding to their subtlety and forwardness; but they were not able to stem the tide.

Henry VII’s mother was one of the first to indicate the new trend. She knew enough French to translate "The Mirror of God for the Sinful Soul" and was the patron of Caxton, the first English printer, and a liberal benefactor to the universities. Sir Thomas More’s daughters studied Greek, Latin, philosophy, Astronomy, Physic, Arithmetic, Logic, Rhetoric and Music. In his household women were treated as men’s equals in conversation and wit, and scholars boasted of them in letters to friends abroad. The movement was strengthened from abroad by Catherine of Aragon, Henry VIII’s Spanish Queen. In the Spain of her childhood ladies were the friends of scholars Vives, one of the most refreshing figures in the history of education, to write a plan of studies for the education of her daughter Mary.

This was the heritage into which the sharp-witted child Elizabeth entered. At six years old, it was said, she was precociously intelligent and had as much gravity as if she had been forty. Little is known of her education until her tenth year, when she became the pupil of the Cambridge humanists, Roger Ascham and William Grindall, but she was already learning French and Italian and must have been well grounded in Lation. Ascham helped her to form. that beautiful Italian hand she wrote on all special occasions and with him she spent the morning on Greek, first the New Testament and then the classical authors, translating them first into English and then back into the original. The afternoons were given over to Latin, and she also studied Protestant theology, kept up her French and Italian and later learned Spanish. When she was sixteen Ascham wrote: “Her mind has no womanly weakness, her perseverance is equal to that of a man, and her memory long keeps what it quickly picks up.” Though it is easy to be cynical about the reputed accomplishments of the great, Elizabeth was notoriously quick and intelligent and had a real love of learning. Even as queen she did not abandon her studies.

Women's education in the Middle Ages was intended to make them into good Christians, but in the Renaissance the idea was to _____.

A．make them superior to men in religion and intellectual matters.

B．make them less religious and more rationed and intellectual.

C．make up for their weaknesses of character and brain.

D．develop both their religious and their intellectual capacities.

Elizabeth was fortunate to be born in the lull flush of Renaissance enthusiasm for education. Women had always been educated of course, for had not St. Paul said that women were men' s equals in the possession of a soul? But to the old idea that they should be trained in Christian manners and thought was now added a new purpose: to quicken the spirit and train them in the craft and eloquence of the classical authors of Greece and Rome. Critics were not wanting, morbidly obsessed with the weaknesses of the sex-- its love of novelty and inborn tendency to vice -- to think women dangerous enough without adding to their subtlety and forward- ness; but they were not able to stem the tide.

Henry VII' s mother was one of the first to indicate the new trend. She knew enough French to translate "The Mirror of God for the Sinful Soul" and was the patron of Caxton, the first English printer, and a liberal benefactor to the universities. Sir Thomas More' s daughters studied Greek, Latin, Philosophy, Astronomy, Physic, Arithmetic, Logic, Rhetoric and Music. In his household women were treated as men' s equals in conversation and wit, and scholars boasted of them in letters to friends abroad.

The movement was strengthened from abroad by Catherine of Aragon, Henry VIII' S Spanish Queen. In the Spain of her childhood ladies were the friends of scholars Vives, one of the most refreshing figures in the history of education, to write a plan of studies for the education of her daughter Mary.

This was the heritage into which the sharp-witted child Elizabeth entered. At six years old, it was said, she was precociously intelligent and had as much gravity as if she had been forty. Little is known of her education until her tenth year, when she became the pupil of the Cambridge humanists, Roger Ascham and William Grindall, but she was already learning French and Italian and must have been well grounded in Lation. Ascham helped her to form. that beautiful Italian hand she wrote on all special occasions and with him she spent the morning on Greek, first the New Testament and then the classical authors, translating them first into English and then back into the original. The afternoons were given over to Latin, and she also studied Protestant theology, kept up her French and Italian and later learned Spanish. When she was sixteen Ascham wrote:" Her mind has no womanly weakness, her perseverance is equal to that of a man, and her memory long keeps what it quickly picks up." Though it is easy to be cynical about the reputed accomplishments of the great, Elizabeth was notoriously quick and intelligent and had a real love of learning. Even as queen she did not abandon her studies.

Women' s education in the Middle Ages was intended to make them into good Christians, but in theRenaissance the idea was to ______.

A．make them superior to men in religion and intellectual matters

B．make them less religious and more rationed and intellectual

C．make up for their weaknesses of character and brain

D．develop both their religious and their intellectual capacities

Elizabeth was fortunate to be born in the lull flush of Renaissance enthusiasm for education. Women had always been educated of course, for had not St. Paul said that women were men's equals in the possession of a soul? But to the old idea that they should be trained in Christian manners and thought was now added a new purpose: to quicken the spirit and train them in the craft and eloquence of the classical authors of Greece and Rome. Critics were not wanting, morbidly obsessed with the weaknesses of the Sex—its love of novelty and inborn tendency to vice—to think women dangerous enough without adding to their subtlety and forwardness; but they were not able to stem the tide.

Henry VII's mother was one of the first to indicate the new trend. She knew enough French to translate "The Mirror of God for the Sinful Soul" and was the patron of Caxton, the first English printer, and a liberal benefactor to the universities. Sir Thomas More's daughters studied Greek, Latin, philosophy, Astronomy, Physic, Arithmetic, Logic, Rhetoric and Music. In his household women were treated as men's equals in conversation and wit, and scholars boasted of them in letters to friends abroad.

The movement was strengthened from abroad by Catherine of Aragon, Henry VIII' S Spanish Queen. In the Spain of her childhood ladies were the friends of scholars Vives, one of the most refreshing figures in the history of education, to write a plan of studies for the education of her daughter Mary.

This was the heritage into which the sharp-witted child Elizabeth entered. At six years old, it was said, she was precociously intelligent and had as much gravity as if she had been forty. Little is known of her education until her tenth year, when she became the pupil of the Cambridge humanists, Roger Ascham and William Grindall, but she was already learning French and Italian and must have been well grounded in Lation. Ascham helped her to form. that beautiful Italian hand she wrote on all special occasions and with him she spent the morning on Greek, first the New Testament and then the classical authors, translating them first into English and then back into the original. The afternoons were given over to Latin, and she also studied Protestant theology, kept up her French and Italian and later learned Spanish. When she was sixteen Ascham wrote:" Her mind has no womanly weakness, her perseverance is equal to that of a man, and her memory long keeps what it quickly picks up." Though it is easy to be cynical about the reputed accomplishments of the great, Elizabeth was notoriously quick and intelligent and had a real love of learning. Even as queen she did not abandon her studies.

Women's education in the Middle Ages was intended to make them into good Christians, but in the Renaissance the idea was to______

A．make them superior to men in religion and intellectual matters.

B．make them less religious and more rationed and intellectual.

C．make up for their weaknesses of character and brain.

D．develop both their religious and their intellectual capacities.