Steinbeck, John, 1902-68, American writer, born in Salinas, Calif., studied at Stanford. He is probably best remembered for his strong sociological novel The Grapes of Wrath, considered one of the great American novels of the 20th century. Steinbeck's early novels-Cup of Gold (1929), The Pastures of Heaven (1932), and To a God Unknown (1933)-attracted little critical attention, but Tortilla Flat (1935), an affectionate（親切的）yet realistic novel about the lovely, Spanish-speaking poor of Monterey, was enthusiastically received.

A merciful understanding of the world's poor was to be Steinbeck's mark. The novel In Dubious Battle (1936) defends striking immigrant agricultural workers in the California fields. In the novel Of Mice and Men (1937; later made into a play), Steinbeck again presents immigrant workers, but this time in terms of human worth and integrity（完好）－a theme he also used in The Moon Is Down (1942; later made into a play), about Norwegian resistance to the Nazis. The Grapes of Wrath (1939; Pulitzer Prize), while treating the hard situation of dispossessed Dust Bowl farmers during the 1930s, presents a universal picture of victims of disaster. Steinbeck's description of the westward migration of the Joad family, and their following struggles in the agricultural industry of California, is realistic and moving, and he presents his inferior characters with nobility.

Steinbeck's other works are diverse, ranging from the literal account of a voyage, The Sea of Cortez (1941; written with the marine biologist E. F. Ricketts),to a moral story, The Pearl (1948); to a French folk piece, The Short Reign of Pippin IV (1957). Love of his native land shines through the delicately nostalgic story "The Red Pony" in The Long Valley (1938). The somewhat emotional attitude of Tortilla Flat appears again in Cannery Row (1945), The Wayward Bus (1947), and Sweet Thursday (1954). 

How many novels adapted into a play are mentioned in the passage ?_________.

A. Nine             B. Seven                C. Four             D. Two

Accoding to the passage , which of the following is true?

A. The Grapes of Wrath, is considered one of the great novels of this century.

B. Only in the novel In Dubious Battle Steinbeck referred to immigrant workers.

C. In The Grapes of Wrath, farmers living in Dust Bowl possess almost nothing.

D. All Steinbeck’s late works are related to his love of his native land.

We can learn from the passage that Steinbeck         .

A. did not draw much attention until Tortilla Flat was published

B. wrote all his novels in terms of human worth and integrity

C. presented poor but noble characters in all his novels

D. showed his love for his native land in The Short Reign of Pippin IV

The passage is mainly about Steinbeck’s          .

A. works                B. life             C. fame             D. prize

【小題1】D【小題1】C【小題1】A【小題1】A


解析:

略

練習(xí)冊(cè)系列答案
相關(guān)習(xí)題

科目：高中英語 來源： 題型：閱讀理解

November not only marks the publication of Toni Morrison’s eagerly anticipated(期待) eighth novel, Love, but it is also the tenth anniversary of her Nobel Prize for Literature. Morrison is the first black woman to receive a Nobel, and so honored before her in literature are only two black men:Wole Soyinka, the Nigerian playwright, poet and novelist, in 1986; and Derek Walcott, the Caribbean-born poet, in 1992. But Morrison is also the first and only American-born Nobel prizewinner for literature since 1962, the year novelist John Steinbeck received the award.

Like Song of Solomon, Love is a multigenerational story, revealing the personal and communal Legacy(遺產(chǎn)) of an outstanding black family. As Morrison scholars will tell you, Love is the third volume of a literary master’s trilogy(三部曲)investigating the many complexities of love. This trilogy began with Beloved(1988), which deals with a black mother’s love under slavery and in freedom. Jazzy(1993), the second volume, tells a story of romantic love in 1920s Harlem. This latest novel looks back from the 1970s to the 1940s and 50s.

The emotional center of Love is Bill Cosey, the former owner and host of the shabby Cosey’s Hotel and Resort in Silk, North Carolina, described in the novel as “the best and best-known vacation sport for colored folk on the East Coast.” We get to know Cosey through the memories of five women who survive and love him: his granddaughter, his widow, two former employees, and a homeless young girl.    

The latest novel, Love, had been described in the promotional material from her publisher as “Morrison’s most accessible work since Song of Solomon.” This comparison to her third novel, published in 1977, was an effective selling point.

What would be the best title for the text?

A. Toni Morrison’s latest novels

B. Toni Morrison and her trilogy

C. Toni Morrison and her novel Love

D. Toni Morrison, the Nobel prizewinner

What can we learn about John Steinbeck?

A. He was a black writer.

B. He was born in America.

C. He received the Nobel Prize after Morrison

D. He was the first American novelist to win a Nobel

The similarity between Love and Song of Solomon is that they both _____.

A. belong to the same trilogy together with Beloved

B. concern families of more than one generation

C. deal with life of blacks under slavery

D. investigate life in 1920s Harlem

The novel Love mainly describes ______.

A. the best-known vacation spot for blacks

B. the life of an outstanding black family under slavery

C. the miserable experience of the five women in Harlem

D. the memories of five women about Bill Cosey

查看答案和解析>>

科目：高中英語 來源：2013屆江蘇省泰州中學(xué)高三上學(xué)期期中考試英語試卷（帶解析） 題型：閱讀理解


John Steinbeck once said, “All Americans believe they are born fishermen. For a man to admit to a distaste in fishing would be like denouncing (公開指責(zé)) mother – love or hating moonlight.”
I can’t say that I’m the biggest John Steinbeck fan. Actually, the only thing I can ever remember reading by him was “The pearl” when I was in middle school, but I couldn’t agree more with the man when it comes to fishing. Whether I am on a boat in the middle of the Lay Lake, fishing off the shores of the Florida Keys for tarpon or catching rainbow trout in the Shoshone River of Wyoming, fishing is my life.
According to the American Sports Fishing Association, the fishing industry brings in more than $ 116 billion per year from fishermen across the country.
Though a beautiful picture to imagine, fishing is much more than that. Fishing is a way of life for many people and a way to escape everyday stress. Being a fisherman makes me a member of a wonderful group of people extending to all walks of life. Even President Obama can be found fishing on his farm in Texas with his good friend Roland Martin when the job gets too stressful.
I can remember fishing with my grandfather when I was 5 years old on his boat at Lake Mitchell. Although I didn’t understand what I was doing, I did know that my grandfather was happy and that made me happy. Since then I’ve spent the past 16 years on the rivers and lakes of Alabama.
After days of practice, before and after work, I slowly developed an understanding of fishing. My boss, Ric Horst, took me back to the Shoshone, and I managed to bring in a 19–inch cutthroat trout. Fishing with Ric was a life–changing experience for me. He not only showed me how to fish correctly, but also told me how fishing could be a way to escape your problems.
Since then, prime–time season seems to take forever to arrive.
Now, with the ending of February and beginning of March in sight, the excitement of heading out Lake Tuscaloosa or Lake Lurleen before classes and catching something has finally returned.
【小題1】What John Steinbeck said in the first paragraph implies that ______________.

A．Americans are believed to be the offspring of fishermen
B．it is unthinkable for an American to admit his dislike of fishing
C．a(chǎn)ll Americans are expert at fishing
D．those who dislike fishing would not love their mother
【小題2】．The writer came to understand the real meaning of fishing ______________.
A．when he was reading “The pearl” by John Steinbeck
B．when he went fishing with his grandfather at Lake Mitchell
C．a(chǎn)fter he had spent 16 years on the rivers and lakes of Alabama
D．a(chǎn)fter he went fishing with his boss, Ric Horst on the Shoshone
【小題3】What can be inferred from the text?
A．The author is at most 21 years old.
B．The author regards fishing as a very important part in his life.
C．The author agreed with John Steinbeck the most when he was in middle school.
D．President Obama often goes fishing in public in order to collect idea for his job.
【小題4】．According to the author, __________________.
A．people can get to know VIPs when fishing.
B．people can smooth away all the troubles by fishing
C．Fishing is a way of communication
D．Fishing is a way to make a living for most American people
【小題5】．What is the purpose of the writing?
A．To describe the writer’s experience and understanding of fishing.
B．To explain the reason why so many Americans like fishing.
C．To make others understand the industry of fishing.
D．To express his opinions about fishing in different time of the year.

查看答案和解析>>

科目：高中英語 來源：2012年全國普通高等學(xué)校招生統(tǒng)一考試英語試卷（江蘇卷帶解析） 題型：閱讀理解


Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness. ”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps (說唱), but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實(shí)) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreamsB．give support to our life
C．smooth away difficultiesD．a(chǎn)wake our emotions
【小題2】Why were the students able to understand the novel Of Mice and Men?
A．Because they spent much time reading it.
B．Because they had read the novel before.
C．Because they came from a public school.
D．Because they had similar life experiences.
【小題3】The girl left the selective high school possibly because__________.
A．she was a literary-minded girlB．her parents were immigrants
C．she couldn’t fit in with her classD．her father was then in prison
【小題4】To the author’s surprise, the students read the novels__________.
A．creativelyB．passivelyC．repeatedlyD．carelessly
【小題5】The author writes the passage mainly to__________.
A．introduce classic works of literature
B．a(chǎn)dvocate teaching literature to touch the heart
C．a(chǎn)rgue for equality among high school students
D．defend the current testing system

查看答案和解析>>

科目：高中英語 來源：2012-2013學(xué)年四川省成都七中高一下學(xué)期期中考試英語試卷（帶解析） 題型：閱讀理解

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps (說唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實(shí)) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreamsB．give support to our life
C．smooth away difficultiesD．a(chǎn)wake our emotions
【小題2】Why were the students able to understand the novel Of Mice and Men?
A．Because they spent much time reading it.
B．Because they had read the novel before.
C．Because they came from a public school.
D．Because they had similar life experiences.
【小題3】The girl left the selective high school possibly because__________.
A．she was a literary-minded girlB．her parents were immigrants
C．she couldn’t fit in with her classD．her father was then in prison
【小題4】To the author’s surprise, the students read the novels__________.
A．creativelyB．passivelyC．repeatedlyD．carelessly
【小題5】The author writes the passage mainly to__________.
A．introduce classic works of literature
B．a(chǎn)dvocate(倡導(dǎo)) teaching literature to touch the heart
C．a(chǎn)rgue for equality among high school students
D．defend the current testing system

查看答案和解析>>

科目：高中英語 來源：2015屆四川省高一下學(xué)期期中考試英語試卷（解析版） 題型：閱讀理解

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運(yùn)).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨(dú)白) read as raps (說唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實(shí)) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1.The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreams                      B．give support to our life

C．smooth away difficulties                  D．a(chǎn)wake our emotions

2.Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

3.The girl left the selective high school possibly because__________.

A．she was a literary-minded girl              B．her parents were immigrants

C．she couldn’t fit in with her class           D．her father was then in prison

4.To the author’s surprise, the students read the novels__________.

A．creatively         B．passively          C．repeatedly        D．carelessly

5.The author writes the passage mainly to__________.

A．introduce classic works of literature

B．a(chǎn)dvocate(倡導(dǎo)) teaching literature to touch the heart

C．a(chǎn)rgue for equality among high school students

D．defend the current testing system

 

查看答案和解析>>

同步練習(xí)冊(cè)答案