UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Whenthewritervisitedthevillageoftheoldestprojecttheweathertherewascold. A: Y B: N C: NG

2022-06-15

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Whenthewritervisitedthevillageoftheoldestprojecttheweathertherewascold. A: Y B: N C: NG

UnderdevelopedPeopleTheIndianslivingonthehighplainsoftheAndesMountains,inSouthAmerica,haveabackgroundrichinhistorybutrichinlittleelse.ThesesevenmillionpeoplefromthegreatoldIndiannationsliveinalandoffewtrees,poorsoil,cuttingwindsandbitingcold.Theirfarmsdonotgiveenoughfoodtosupportthem.Theirchildrenfromtheageofthreeorfourmustworkinthefields.Thedeathrateoftheirbabiesisamongthehighestintheworld,theirstandardsofeducationamongthelowest.Theyliveatheightsoftenorfifteenthousandfeet,whereeventheairlacksthethingsnecessaryforlife.TheneedsoftheseIndians,scatteredacrossthreecountries—Ecuador,PeruandBolivia—aregreat.Theirproblemsaredifficultandtheirdiseasesaredeeplyrootedinanold-fashionedwayoflife.Probablynosingleprogramofhelpcangreatlybettertheircondition.Healthprogramsarenogoodwithoutfarmprograms,andfarmprogramsfailwheretherehavebeennoprogramsofeducation.FiveinternationalorganizationshavecombinedeffortstoseektheanswerstotheproblemsoftheunfortunatedescendantsoftheIncaIndians.TheyareworkingwiththegovernmentsofPeru,BoliviaandEcuadoronwhattheycalltheAndeanMission.Sixareashavebeenformed,oneeachinEcuadorandPeru,fourinBolivia.Heremethodsaretestedtoattackpooreducation,poorfood,poorlivingconditionsanddiseaseallatonce.Wepassedfieldsoflowcomandthinwheat.Wholevillageswereatworkplantingpotatoes.Themenformedalineandwalkedslowlybackward,beatingthesoilwithsticks.Thewomen,onhandsandknees,followedthemen,breakingthehardearthwiththeirhands.Theirredandorangeskirtsflashedbrightlyinthesun.Thescenewasbeautiful,buttheland,seedsandcropswereallpoor.Uponarrivingatavillage,wewenttovisittheschoolforcarpenters.Itwasinanoldbuildingwherethirtyboyswereattendingclasses.Thereweretwoclassroomscontainingcompletesetsoftools.Isawmoretoolstherethaninanycarpenter’’sshopinLatinAmerica.Mostoftheboyswerecuttingboardsforpractice.Theyworkedsteadilyanddidn’’tevenlookupwhenweentered.Theteacherremarkedthatthegreatestproblematthemomentwasfindingwood,asalmostnotreesgrowonahighplain.Someoneremarkedthatitwouldnottakelongfortheschooltoproducetoomanycarpentersinanareawithouttrees,wheremostofthebuildingswereofstoneormud.Thewoodbroughtfromthejunglewastoocostlyformostofthepeople.Theanswerwasthattheoriginalpurposeoftheschoolwastotraincarpentersandmechanicstogotootherpartsofthecountry.Theywouldworkwherethegovernmentisdevelopingnewvillagesattheedgeofthejungle.Acrossfromthecarpentry-roomtherewasamachineforproducingelectricpower.Withittheboyswouldbetaughttheirfirstlessonsinelectricity.Otherboysstudiedcarrepairing.Intheyardagroupofboyssurroundedalargetractor.Theteacherwasshowingthemhowtooperateit.Noonewassurehowmanyothertractorstherewereinthearea.Guessesrangedfromtwototen.Iftheschoolturnedoutmoreboystohandlethemthanthefarmscoulduse,therest,itwashoped,wouldseekalivinginthelowervillageswheremorepeoplelived.Thenextday,againstthecuttingwindsoftheBolivianmountains,weweregoingtoavillagethatistheoldestofthefourBolivianprojectsoftheAndeanmission.Behindus,acrossthevalley,rainfellfromtheblackcloudsbeyondthesnowymountain-tops.Thewindandrainbeatagainstthecaraswetraveledacrosstheopenfieldstocometotheyardofanoldfarm.Mytriphadbeenpannedatthelastminute.Sincethevillagehasnotelegraphtotelephoneservices,noonewasexpectingme.AllthedriverknewwasthatIwasavisiting"doctor"simplybecauseIwaswearingatie.Heshowedmeintoalargeroomofthefarmhousewheresometwentymenwerewatchingfilm.Itconcernedtheproblemsofamanwhocouldneitherreadnorwrite.Butinthefaceofdifficultieshemanagedtostartanadulteducationclassinhisvillage.Hedidthissothathecouldlearntoreadandwinhisgirlfriend’’srespect.Fromtimetotimeduringthefilmthelightswouldgoonandduringthesebreakseveryoneintroducedhimself.Theyhadbeenbroughttogetherforathree-weekcourseinhowtoteach,andtoaddtotheirowneducation,whichinseveralcaseshadnotgonebeyondthethirdgrade.Thoughtheyhadnothadmuchtrainingtheyhadthehelpofgreatinterestand,mostimportant,theyknewthenativelanguage.WhenthepictureshowwasovertheBolivianteacherspulledontheirwoolcaps,wrappedtheirblanketsaroundthem,andwentofftotheirbeds.Someoftheinternationalteacherswentwithmetothekitchen,wherethecookhadheatedsomefood.Wetalkedofthetroublesandtheprogressoftheschool,untilthelightswereputoutseveraltimes.Thiswasawarningthattheelectricpowerwasabouttobeshutoffforthenight.Duringthefirsttwoyearsthevillageprojecthadadifficulttime.Themissionhadacceptedtheuseofafarmfromalargelandowner,andthenativesbelievedthatthelandswouldbereturnedtotheowneraftertenyears.TheMissionbeganatatimewhentheBolivianGovernmentwasintroducingland-improvementlaws.MostofthepeoplebelievedthattheofficersoftheMissionwereworkingfortheowner,whowasagainstthedividingupoftheland.Theyhadaslittletodowiththeowneraspossible.NotuntilthegovernmenttookpossessionofthefarmanddividedthelanddidthefeelingoftheIndianstowardtheMissionchangeforthebetter.Whenthewritervisitedthevillageoftheoldestprojecttheweathertherewascold.
A: Y
B: N
C: NG

答案：

A

举一反三

内容

0
汉字“洋”的正确读音是（）。 A: yāng B: yáng C: yān D: yán
1
Complete the sentence.Yìdìliàn shì nánnǚ péngyou bùnéng _______ qítā qínglǚ_______chángcháng yìqǐ chīfàn, kàn diànyǐng.异地恋是男女朋友不能_______其他情侣_______常常一起吃饭、看电影。 A: gēn ... bù yíyàng跟 ... 不一样 B: xiàng ... yíyàng像 ... 一样 C: xiàng ... bù yíyàng像 ... 不一样 D: bǐ rú ... yíyàng比如 ... 一样
2
给地名“东涌”的“涌”注音（）。 A: cōng B: yǒn C: yǒng D: chōng
3
The1918Fluendedin1923. A: Y B: N C: NG
4
Blue-collarworkersgenerallyhaveasmallerchancetohavedepressionthanwhitecollars. A: Y B: N C: NG