Just 50 years ago Manx seemed to be on the point of disappearing. "If you spoke Manx in a pub on the island in the 1960s, it was considered provocative(挑衅的) and you were likely to find yourself in a fight," recalls Brian Stowell, a 76-year-old islander who has written a Manx-language novel, The Vampire Murders, and presents a radio show on Manx Radio spreading the language every Sunday.
The language itself is similar to the Gaelic tongues spoken in the island's neighbours, Ireland and Scotland. A century ago, "Moghrey mie" would have been commonly heard instead of good morning on the island.
"In the 1860s there were thousands of Manx people who couldn't spea k English," says Stowell. "But only a century later it was considered to be so backwards to speak the language that there were stories of Manx speakers getting stones thrown at them in the towns. "I learnt it myself from one of the last surviving native speakers back in the 1950s."
Recession(经济衰退 ) in the mid 19th Century forced many Manx residents to leave the island to seek work in England. And parents were not willing to pass the language down through the generations, with many believing that to have Manx as a first language would affect job opportunities overseas.
There was a fall in the language. By the early 1960s there were perhaps as few as 200 who spoke the tongue. The last native speaker, Ned Maddrell, died in 1974. Unesco(联合国教科文组织) pronounced the language died out in the 1990s.
Now there is even a Manx language primary school in which all subjects are taught in the language, with more than 60 pupils attending. Manx is also taught in other schools across the island.
9. What does “Moghrey mie” mean according to the passage?
A.All the best. B. Congratulations. C. Never mind. D. Good morning.
10. Many Manx people went to England to ______.
A. learn Manx B. teach English C. look for jobs D. attend college
11. What is the passage mainly about?
A. The Manx language. B. The life of Manx people
C. The Manx island. D. The Manx language school
9.D
10.C
11.A
什么是历史文化类阅读:
本类题型常用的方式是夹叙夹议。叙述的目的是为了议,所以要把握其议才是主要方面。阅读这类文章,先弄清其引入的话题,再弄清里面人物对其不同的看法,然后理解作者本身对话题的观点看法或思考。
历史文化类阅读技巧:
【题型说明】历史文化类阅读理解文章属高考常选材料之一。这类文章常涉及历史、文化、法制、宗教等方面的文学艺术、发明创造、文化遗产保护、宗教与文化、风俗与习惯、道德与法制、中外文学名著节选、等等。这类材料的命题点往往落在主旨大意题、事实细节题上。
【答题方法】在做这类阅读理解题时,我们应注意以下几个方面:
1、采用先题后文:先读题目,再带着问题读文章。这类阅读理解文章相对来说事实细节题稍多一点,如果带着问题读文章,有利于我们抓细节。
2、先做细节题。因为做完了局部性的事实细节题后,自然会加深我们对文章的理解,这样更有利于做主旨大意题。
3、重点敲定主旨题。主旨大意题提问的形式主要有两大类:一类是Main idea型;一类是Topic或Title型。
在解答这类试题时应注意以下几点:
a.读首句抓大意。
文化教育类阅读理解文章多采用说明文、议论文体裁,而这类文章大都采用文章段落的中心,即主题句在文章开头。因此,要寻找这类文章的主旨大意就需要研究文章的首句。
b.读尾句抓大意。
有时这类文章的主题句安排在文章的结尾,作为对全篇的总结。
c.读首段抓大意。
有些文章或段落的开头和结尾部分都有主题句。这种结构是为了突出主题思想而使用两次点题的写作方法。这两个主题句在句子结构和用词上有所不同,而且在内容上前句和后句也不重复。
d.从段落中抓大意。
有些文章或段落的主题句在文章中,这种文章或段落往往以一句话或几句话引出要表达的主题,在主题句出现后,再举例子陈述细节或继续论证。
e.归纳要点抓大意。
有些文章或段落无明显的主题句,只是暗示性地体现主题。这就要求同学们在阅读过程中根据文中所叙述的事实或线索来概括总结主旨大意。
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