|
大家普遍反映阅读很难,阅读题在考试中所占的比例很大,我们只有多加练习,才会有很大的提高.
Directions:There are 4 passages in this part.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.
Passage 1
Questions 21 to 25 are based on the following passage.
The three main types of secondary education in the United States have been provided by the Latin grammar school,the academy,and the public high school.The first of these was a colonial institution.It began in New England with the establish ment in 1635 of the Boston Free Latin School.The curriculum(课程) consisted mainly of the classical languages,and the purpose of this kind of school was the preparation of boys for college,where most of them would be fitted for the ministry.
The academy began in the early 1750’s with Benjamin Franklin’s school in Philadelphia,which later became the University of Pennsylvania.It extended generally to about the middle nineteeth century,except in the southern states where the public high school was late in developing and where the academy continued to be a principal means of secondary education even after 1900.The academy was open to girls as well as to boys,and it provided a wider curriculum than what the Latin grammar school had furnished.It was designed not only as a preparation for college but also for practical life in commercial and business activities.Although its wide educational values are evident and are recognized as important contributions to secondary education in this country,the academy has never been considered a public institution as the public high school has come to be.
The public high school had its origin in Massachusetts in 1821 when the English Classical School was established in Boston.In 1827,the state enacted(制定)the first statewide public highschool law in the United States.By 1840,there were perhaps a dozen public high schools in Massachusetts and many in other eastern states by 1850,they could also be found in many other states.Just as the curriculum of the academy grew out of that of the Latin grammar school,the curriculum of the public high school developed out of that of the academy.The public high school in the United States is a repudiation(推翻) of the aristocratic(贵族的)and selective principle of the European educational tradition.Since 1890,enrollments( 入学)in secondary schools,mainly public high schools,have practically doubled in this country every ten years.
21.According to the passage,which of the following sequences indicates the order in which the schools developed?
A)Latin grammar school,public high school,academy.
B)Latin grammar school,academy,public high school.
C)Public high school,Latin grammar school,academy.
D)Public high school,academy,Latin grammar school.
22.It is the opinion of the author that the academy,compared with the public high school,was ____.
A)obviously academically better
B)more discriminatory in student selection
C)coeducational
D)not generally considered as a public institution
23.The year 1827 marks the ____.
A)enactment of the first statewide public highschool law
B)founding of the Latin Grammar School in Boston
C)establishment of the English classical School in Boston
D)year when Massachusetts made free public education compulsory after the eighth grade
24.One can probably infer from his article that “Latin grammar school”refers to ____.
A)the Boston Free Latin School
B)all the elementary schools in the United States
C)schools which taught Latin,exclusive of all other subjects
D)a number of schools which developed in New England
25.It is implied but not stated in the passage that ____.
A)European educational systems are not good
B)As high schools developed in the united states,the decision was made to make them responsible to people from all classes of socitety.
C)There was an aristocratic and selective principle in the European educaional tradition
D)public high schools in the United States embraced the European educational tradition
Passage 2
Questions 26 to 30 are based on the following passage.
In the eighteenth—century one of the first modern economists,Adam Smith,thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people:those who live by rent,those who live by wages,and those who live by profit”.Each successive stage of the industrial revolution,however,made the social structure more complicated.
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class.There were small—scale industrialists as we ll as large ones,small shopkeepers and tradesmen,officials and salaried employees,skilled and unskilled workers,and professional men such as doctors and teachers.Farmers and peasants continued in all countries as independent groups.
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position.Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents.But they lacked social training of the upper class,who despised them as the “new rich.”
They often sent their sons and daughters to special school to acquire soical training.Here their children,mixed with the children of the upper classes,were accepted by them,and very often found marriage partners from among them.In the same way,a thrifty,hardworking labourer,though not clever himself,might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “whitecollar”occupation,carrying with it a higher salary and a move up in the social scale.
In the twentieth century the increased taxation of higher incomes,the growth of the social services,and the wider development of educational opportunity have considerably altered the social outlook.The upper classes no longer are the sole, or even the main possessors of wealth,power and education,though inherited social position still carries considerable prestige.
26.What criterion did Adam Smith seem to go by in his classification of social groups?
A)The amount of wealth
B)The amount of money
C)The social status
D)The way of getting money
27.If you compare the first and second paragraph,what groups of people did Adam Smith leave out in his classification?
A)Officials and employees.
B)Peasants and farmers.
C)Doctors and teachers.
D)Tradesmen and landlords.
28.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A)They were still the upper class people.
B)They were owners of large factories.
C)They were intelligent industrialists.
D)They were skilled workers who made their fortune.
29.According to the passage,what did those people do who intended to make their children move up in the social ladder?
A)They saved a lot of money for their children to receive higher education.
B)They tried to find marriage partners from the children of the upper class.
C)They made greater fortunes by their wits.
D)They worked even harder to acquire social training.
30.In the twentieth century class differences have been partly smoothed out by ____.
A)increased income and decreased taxation
B)taxation,social services and educational opportunities
C)education,the increase of income and industrial development
D)the decrease of the upper class population
Passage 3
Questions 31 to 35 are based on the following passage.
Attitudes differed to small errors of grammar and usage,or inappropriateness of vocabulary and idiom,with the native speakers finding such errors a little irksome(令人厌烦的)，though sometimes amusing,while the Chinese panel members paid hardly any attention to such errors as,for example,misuse of phrasal verbs and similar usages:“When I saw the job description,I decided to apply the position.” “I expect to find out a lot of challenge in the job.”“I can deal the emergency situations efficiently.”
Errors of idiom or appropriateness caused more comment,during the post interview discussion,from the native speakers than from the Chinese panel members,on whom the errors were sometimes lost.For example,one candidate,when asked what salary he expected,replied:“I don’t care about it.”The message was clear enough,namely that he was primarily interested in the job,but the formulation of the message was not quite right.Even such ribticklers(笑话)as “I am a wellplanned person .”and “I would like to expose myself in another field”(both actually heard at interviews) tended to cause lipbiting among the expatriate rather than the Chinese interviewers.
Panels with two Chinese and one expatriate used to be more common,but are becoming less common.The reason is that with more of the interview now being conducted in Chinese,the nonChinesespeaker does not know what has already been asked and is liable to repeat in English questions that have already been covered in Chinese.This caused,naturally enough,confusion in the interviewee and can adversely affect the whole interview.
[1] [2] 下一页
|
