阅读理解。 By the mid-nineteenth century, the term "icebox" had entered the

题文

阅读理解。 By the mid-nineteenth century, the term "icebox" had entered the American language, but ice was
still only beginning to affect the diet of ordinary citizens in the United States. The ice trade grew with
the growth of cities. Ice was used in hotels, taverns(酒馆), and hospitals, and by some forward-looking
city dealers in fresh meat, fresh fish, and butter. After the Civil War (1861-1865), as ice was used to
refrigerate freight cars, it also came into household use. Even before 1880, half of the ice sold in New
York, Philadelphia, and Baltimore, and one-third of that sold in Boston and Chicago, went to families
for their own use. This had become possible because a new household convenience, the icebox, a
precursor (前身) of the modern fridge, had been invented.
Making an efficient icebox as not as easy as we might now suppose. In the early nineteenth century,
the knowledge of the physics of heat, which was essential to a science of refrigeration, was rudimentary
(未发展的). The commonsense notion that the best icebox was one that prevented the ice from melting
was of course mistaken, for it was the melting of the ice that performed the cooling. Nevertheless, early
efforts to economize ice included wrapping up the ice in blankets, which kept the ice from doing its job.
Not until near the end of the nineteenth century did inventors achieve the delicate balance of insulation
(绝缘) and circulation needed for an efficient icebox.
But as early as 1803, and ingenious Maryland farmer, Thomas Moore, had been on the right track.
He owned a farm about twenty miles outside the city of Washington, for which the village of
Georgetown was the market center. When he used an icebox of his own design to transport his butter
to market, he found that customers would pass up the rapidly melting stuff in the tubs of his competitors
to pay a premium price(高价) for his butter, still fresh and hard in neat, one-pound bricks. One
advantage of his icebox, Moore explained, was that farmers would no longer have to travel to market
at night in order to keep their produce cool1. Where was ice used after the Civil War?A. In refrigerating freight cars and households.
B. In hotels, taverns and hospitals
C. In families of New York, Philadelphia, and Baltimore.
D. In fresh meat, fish and butter by city dealers.2. What was essential to to make an icebox efficient according to the passage?A. Keeping the ice from melting
B. Knowledge of the physics of heat.
C. Balance of insulation and circulation  
D. Making efforts to reduce the use of ice3. The second paragraph is mainly about_____A. the deveopment of icebox
B. the theoretical foundation of icebox
C. the wrong ideas about icebox
D. the way of using icebox4. What can we infer from the text?A. Thomas Moore is the inventor of modern fridge
B. The butter produced by Thomas Moored is better in quality than other famers'
C. Knowledge of the physics of heat plays an important part in inventing a good icebox
D. Before 1880, most of the sold ice was used for family use. 5. Without an ice box, farmers had to go to the market at night ________.A. to sell their produce at high price
B. to go home earlier
C. to keep their produce fresh
D. to win more customers than their competitors 题型：未知难度：其他题型

答案

1-5: ACBCC

解析

该题暂无解析

考点

据考高分专家说，试题“阅读理解。 By t.....”主要考查你对 [历史文化类阅读 ]考点的理解。

历史文化类阅读

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。