1、Those deserted buildings will be pulled down next month to make ____ for a new shopping center. 单选题 1分

2、A tall man walked into the bar in a woolen sweater, a jacket ____ at his waist. 单选题 1分

3、Those old photographs in my album ____ me of my days at Harvard University years ago. 单选题 1分

4、____ your absence; I won’t listen. 单选题 1分

5、____, but the fire brigade came too. 单选题 1分

6、I would go and inform him if ____ his address. 单选题 1分

7、He will ____ the opportunity of attending the international conference to meet some distinguished scholars in his field. 单选题 1分

8、It is generally believed that ____ education can make a big difference to a person’s life. 单选题 1分

9、He had lost track of his daughter for 24 hours--he was very concerned ____ her safety. 单选题 1分

10、If it ____ rain tomorrow, we’ll have a picnic. 单选题 1分

11、Fifteen minutes ____ for one who waits. 单选题 1分

12、Just ____ diseases, bad habits are more easily prevented than cured. 单选题 1分

13、It was very ____ of you to let us know you were going to be late. 单选题 1分

14、The values of today’s young people differ from ____. 单选题 1分

15、One of the effective ways to enlarge your vocabulary is to ______ in reading English newspapers every day. 单选题 1分

16、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

17、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

18、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

19、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

20、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

21、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

22、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

23、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

24、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

25、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

26、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

27、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

28、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

29、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

30、One of the most critical problems 16 black and other minority Americans today is the difficulty of entering mainstream society without 17 their own racial and ethnic heritage. The process can be an agonizing one, and it sometimes 18 disaster. On June 12, 1985, Edmund Perry was shot and killed 19 attempting to rob a plainclothes police officer. Perry was 20 and a resident of Harlem; he was 21 a graduate of one of the nation’s finest high schools and was preparing to enter Stanford University 22 a full scholarship. The Two Worlds of Edmund Perry relates the details of this star student’s 23 life and examines the unique pressure of 24 between two radically different social realism. This sense of doubleness experienced by many nonwhite Americans makes it difficult 25 a stable personal identity from outside, the author offers a solution 26 the problem. 27 in the rural south, she learned two languages, one to be used when speaking to family and friends, 28 when speaking to whites. Years later, after enrolling in a writing course at a northern university, she attempted to negotiate a way between her own language and the language of others: I could not--in the process of composing use the language of the old time, yet I couldn’t imagine myself in the language. 29 , however, she learned to shape her own experience in her own words. Writing, she suggests, provided a valuable tool 30 helping to establish a balance between her two worlds. 单选题 1分

31、Sometimes I think how grateful I would be today if I had learned more back then about what really matters. 单选题 1分

32、By definition, heroes and heroines are men and women distinguished by uncommon courage, achievements, and self-sacrifice made most often for the benefit of others--they are people against whom we measure others. 单选题 1分

33、Once the sands have run out of a person’s hourglass, they cannot be replaced. 单选题 1分

34、But Barrett was beyond all reasoning. His mind had already cracked with thirst. 单选题 1分

35、Once you turn over a new leaf, you can’t expect to change completely right away. 单选题 1分

36、A little rotten meat would do it. 单选题 1分

37、Courtesy, politeness, good manners--call it what you will, the supply never seems to equal the demand. 单选题 1分

38、But he [Mr. Fotheringay] perceived that his miracle had miscarried, and with that a great disgust of miracles came upon him. 单选题 1分

39、People were only shapes in dense, gray fog of dust and ash. 单选题 1分

40、Nothing was too good for that child [Laura]. 单选题 1分

41、By 1900 the United States was rapidly becoming one of the great manufacturing countries of the world, and by 1920 non-agricultural goods-producing industries accounted for almost half of all employment. These included manufacturing, mining, and construction. This employment pattern continued until after World War Two (1945). Then a significant change began to take place. Economists describe this as a shift from an industrial economy to a postindustrial or service economy. Improved methods enabled a smaller proportion of the work force to produce greater amounts of goods. Industrial employment declined and is now only about 30 percent of total employment. Manufacturing employment dropped to about 25 percent of the work force in 1970 and has remained at that level. The great shift in employment has taken place in service producing businesses. By 1980 almost seven out of every ten workers were employed in the service sector of the economy. This includes non-manufacturing industries producing services of every sort: wholesale and retail trade (零售业); banking and finance; real estate (不动产); recreation and entertainment; professional services, including legal, medical, and educational; and federal, state, and local government. Growth in businesses involving advertising, accounting, and computer services has been especially rapid. His expansion of the service sector of the economy has greatly affected the kinds of work that people do. Over 50 percent of all employed persons have white-collar jobs, and most of them work in the service sector. Their work may be professional, technical, or managerial. It may be clerical or involve selling. The largest recent increase in white-collar employment in the service sector has been in government, especially at the state and local levels. Between 1960 and 1977 the number of government employees (excluding teachers) rose 200 percent, and in 1980 over 18 percent of all employed persons worked for federal, state, or local governments. 41. ____ until after 1945. 单选题 2分

42、By 1900 the United States was rapidly becoming one of the great manufacturing countries of the world, and by 1920 non-agricultural goods-producing industries accounted for almost half of all employment. These included manufacturing, mining, and construction. This employment pattern continued until after World War Two (1945). Then a significant change began to take place. Economists describe this as a shift from an industrial economy to a postindustrial or service economy. Improved methods enabled a smaller proportion of the work force to produce greater amounts of goods. Industrial employment declined and is now only about 30 percent of total employment. Manufacturing employment dropped to about 25 percent of the work force in 1970 and has remained at that level. The great shift in employment has taken place in service producing businesses. By 1980 almost seven out of every ten workers were employed in the service sector of the economy. This includes non-manufacturing industries producing services of every sort: wholesale and retail trade (零售业); banking and finance; real estate (不动产); recreation and entertainment; professional services, including legal, medical, and educational; and federal, state, and local government. Growth in businesses involving advertising, accounting, and computer services has been especially rapid. His expansion of the service sector of the economy has greatly affected the kinds of work that people do. Over 50 percent of all employed persons have white-collar jobs, and most of them work in the service sector. Their work may be professional, technical, or managerial. It may be clerical or involve selling. The largest recent increase in white-collar employment in the service sector has been in government, especially at the state and local levels. Between 1960 and 1977 the number of government employees (excluding teachers) rose 200 percent, and in 1980 over 18 percent of all employed persons worked for federal, state, or local governments. 42. Which of the following is the reason for the shift from an industrial economy to a service economy? 单选题 2分

43、By 1900 the United States was rapidly becoming one of the great manufacturing countries of the world, and by 1920 non-agricultural goods-producing industries accounted for almost half of all employment. These included manufacturing, mining, and construction. This employment pattern continued until after World War Two (1945). Then a significant change began to take place. Economists describe this as a shift from an industrial economy to a postindustrial or service economy. Improved methods enabled a smaller proportion of the work force to produce greater amounts of goods. Industrial employment declined and is now only about 30 percent of total employment. Manufacturing employment dropped to about 25 percent of the work force in 1970 and has remained at that level. The great shift in employment has taken place in service producing businesses. By 1980 almost seven out of every ten workers were employed in the service sector of the economy. This includes non-manufacturing industries producing services of every sort: wholesale and retail trade (零售业); banking and finance; real estate (不动产); recreation and entertainment; professional services, including legal, medical, and educational; and federal, state, and local government. Growth in businesses involving advertising, accounting, and computer services has been especially rapid. His expansion of the service sector of the economy has greatly affected the kinds of work that people do. Over 50 percent of all employed persons have white-collar jobs, and most of them work in the service sector. Their work may be professional, technical, or managerial. It may be clerical or involve selling. The largest recent increase in white-collar employment in the service sector has been in government, especially at the state and local levels. Between 1960 and 1977 the number of government employees (excluding teachers) rose 200 percent, and in 1980 over 18 percent of all employed persons worked for federal, state, or local governments. 43. At present manufacturing employment is ____. 单选题 2分

44、By 1900 the United States was rapidly becoming one of the great manufacturing countries of the world, and by 1920 non-agricultural goods-producing industries accounted for almost half of all employment. These included manufacturing, mining, and construction. This employment pattern continued until after World War Two (1945). Then a significant change began to take place. Economists describe this as a shift from an industrial economy to a postindustrial or service economy. Improved methods enabled a smaller proportion of the work force to produce greater amounts of goods. Industrial employment declined and is now only about 30 percent of total employment. Manufacturing employment dropped to about 25 percent of the work force in 1970 and has remained at that level. The great shift in employment has taken place in service producing businesses. By 1980 almost seven out of every ten workers were employed in the service sector of the economy. This includes non-manufacturing industries producing services of every sort: wholesale and retail trade (零售业); banking and finance; real estate (不动产); recreation and entertainment; professional services, including legal, medical, and educational; and federal, state, and local government. Growth in businesses involving advertising, accounting, and computer services has been especially rapid. His expansion of the service sector of the economy has greatly affected the kinds of work that people do. Over 50 percent of all employed persons have white-collar jobs, and most of them work in the service sector. Their work may be professional, technical, or managerial. It may be clerical or involve selling. The largest recent increase in white-collar employment in the service sector has been in government, especially at the state and local levels. Between 1960 and 1977 the number of government employees (excluding teachers) rose 200 percent, and in 1980 over 18 percent of all employed persons worked for federal, state, or local governments. 44. According to the passage, the following services have grown rapidly except ____. 单选题 2分

45、By 1900 the United States was rapidly becoming one of the great manufacturing countries of the world, and by 1920 non-agricultural goods-producing industries accounted for almost half of all employment. These included manufacturing, mining, and construction. This employment pattern continued until after World War Two (1945). Then a significant change began to take place. Economists describe this as a shift from an industrial economy to a postindustrial or service economy. Improved methods enabled a smaller proportion of the work force to produce greater amounts of goods. Industrial employment declined and is now only about 30 percent of total employment. Manufacturing employment dropped to about 25 percent of the work force in 1970 and has remained at that level. The great shift in employment has taken place in service producing businesses. By 1980 almost seven out of every ten workers were employed in the service sector of the economy. This includes non-manufacturing industries producing services of every sort: wholesale and retail trade (零售业); banking and finance; real estate (不动产); recreation and entertainment; professional services, including legal, medical, and educational; and federal, state, and local government. Growth in businesses involving advertising, accounting, and computer services has been especially rapid. His expansion of the service sector of the economy has greatly affected the kinds of work that people do. Over 50 percent of all employed persons have white-collar jobs, and most of them work in the service sector. Their work may be professional, technical, or managerial. It may be clerical or involve selling. The largest recent increase in white-collar employment in the service sector has been in government, especially at the state and local levels. Between 1960 and 1977 the number of government employees (excluding teachers) rose 200 percent, and in 1980 over 18 percent of all employed persons worked for federal, state, or local governments. 45. It is implied in the passage that ____. 单选题 2分

46、In the States, each fall a new crop of first-year college students, wavering between high hopes for the future and intense anxiety about their new status, scan college maps searching for their classroom. They have been told repeatedly that college is the key to a well-paid job, and they certainly don want to support themselves by flipping hamburgers or working at some other dead-end job. So, notebooks at the ready, they await what college has in store. Unfortunately many of them will not return after the first year. Why do so many students leave? There are several reasons. Some find the academic program too hard, others lack the proper study habits or motivation, and a large group leave for personal reasons. Not surprisingly, the academic shortcomings of college students have strong links to high school. In the past, a high-school student who lacked the ability or desire to take a college-preparatory course could settle for a diploma in general studies and afterward find a job with decent pay. Now that possibility scarcely exists, so many poorly prepared students feel compelled to try college. Getting accepted by some schools isn’t difficult. Once in, though, the student who has taken nothing beyond general mathematics, English, and science faces serious trouble when confronted with freshman composition, and biological or physical science. Most colleges do offer courses and other assistance that may help some weaker students to survive. In spite of everything, however, many others find themselves facing ever-worsening grade point averages and either fail or just give up. Like academic shortcomings, poor study habits have their roots in high school, where even average students can often breeze through with a minimum of effort. In many schools, outside assignments thought to complete. To accommodate slower or time require little they are rare and so easy that students, teachers frequently repeat material so many times that slightly better students can grasp it without opening their books. And when papers are late, teachers often don’t mark them down. This kindness produces students who can or don’t want to study, students totally unprepared for the rigorous demands of college. There, courses may require several hours of study each week in order to be passed with even a C. In many programs, outside assignments are commonplace and demanding. Instructors expect students to grasp material after one explanation, and many won accept late papers at all. Students who don’t quickly develop disciplined study habits face a flood of low grades and failure. Poor student motivation worsens faulty study habits. Students who thought high school was boring find even less attraction in the more challenging college offerings. Lacking any commitment to do well, they shrug off assigned papers, skip classes, and avoid doing required reading. Over time, classes gradually shrink as more and more students stay away. With final exams upon them, some return in a last-ditch effort to save a passing grade, but by then it is too late. Eventually, repetition of this situation forces the students out. 46. Which of the following is true of first-year college students? 单选题 2分

47、In the States, each fall a new crop of first-year college students, wavering between high hopes for the future and intense anxiety about their new status, scan college maps searching for their classroom. They have been told repeatedly that college is the key to a well-paid job, and they certainly don want to support themselves by flipping hamburgers or working at some other dead-end job. So, notebooks at the ready, they await what college has in store. Unfortunately many of them will not return after the first year. Why do so many students leave? There are several reasons. Some find the academic program too hard, others lack the proper study habits or motivation, and a large group leave for personal reasons. Not surprisingly, the academic shortcomings of college students have strong links to high school. In the past, a high-school student who lacked the ability or desire to take a college-preparatory course could settle for a diploma in general studies and afterward find a job with decent pay. Now that possibility scarcely exists, so many poorly prepared students feel compelled to try college. Getting accepted by some schools isn’t difficult. Once in, though, the student who has taken nothing beyond general mathematics, English, and science faces serious trouble when confronted with freshman composition, and biological or physical science. Most colleges do offer courses and other assistance that may help some weaker students to survive. In spite of everything, however, many others find themselves facing ever-worsening grade point averages and either fail or just give up. Like academic shortcomings, poor study habits have their roots in high school, where even average students can often breeze through with a minimum of effort. In many schools, outside assignments thought to complete. To accommodate slower or time require little they are rare and so easy that students, teachers frequently repeat material so many times that slightly better students can grasp it without opening their books. And when papers are late, teachers often don’t mark them down. This kindness produces students who can or don’t want to study, students totally unprepared for the rigorous demands of college. There, courses may require several hours of study each week in order to be passed with even a C. In many programs, outside assignments are commonplace and demanding. Instructors expect students to grasp material after one explanation, and many won accept late papers at all. Students who don’t quickly develop disciplined study habits face a flood of low grades and failure. Poor student motivation worsens faulty study habits. Students who thought high school was boring find even less attraction in the more challenging college offerings. Lacking any commitment to do well, they shrug off assigned papers, skip classes, and avoid doing required reading. Over time, classes gradually shrink as more and more students stay away. With final exams upon them, some return in a last-ditch effort to save a passing grade, but by then it is too late. Eventually, repetition of this situation forces the students out. 47. Students performance in college ____. 单选题 2分

48、In the States, each fall a new crop of first-year college students, wavering between high hopes for the future and intense anxiety about their new status, scan college maps searching for their classroom. They have been told repeatedly that college is the key to a well-paid job, and they certainly don want to support themselves by flipping hamburgers or working at some other dead-end job. So, notebooks at the ready, they await what college has in store. Unfortunately many of them will not return after the first year. Why do so many students leave? There are several reasons. Some find the academic program too hard, others lack the proper study habits or motivation, and a large group leave for personal reasons. Not surprisingly, the academic shortcomings of college students have strong links to high school. In the past, a high-school student who lacked the ability or desire to take a college-preparatory course could settle for a diploma in general studies and afterward find a job with decent pay. Now that possibility scarcely exists, so many poorly prepared students feel compelled to try college. Getting accepted by some schools isn’t difficult. Once in, though, the student who has taken nothing beyond general mathematics, English, and science faces serious trouble when confronted with freshman composition, and biological or physical science. Most colleges do offer courses and other assistance that may help some weaker students to survive. In spite of everything, however, many others find themselves facing ever-worsening grade point averages and either fail or just give up. Like academic shortcomings, poor study habits have their roots in high school, where even average students can often breeze through with a minimum of effort. In many schools, outside assignments thought to complete. To accommodate slower or time require little they are rare and so easy that students, teachers frequently repeat material so many times that slightly better students can grasp it without opening their books. And when papers are late, teachers often don’t mark them down. This kindness produces students who can or don’t want to study, students totally unprepared for the rigorous demands of college. There, courses may require several hours of study each week in order to be passed with even a C. In many programs, outside assignments are commonplace and demanding. Instructors expect students to grasp material after one explanation, and many won accept late papers at all. Students who don’t quickly develop disciplined study habits face a flood of low grades and failure. Poor student motivation worsens faulty study habits. Students who thought high school was boring find even less attraction in the more challenging college offerings. Lacking any commitment to do well, they shrug off assigned papers, skip classes, and avoid doing required reading. Over time, classes gradually shrink as more and more students stay away. With final exams upon them, some return in a last-ditch effort to save a passing grade, but by then it is too late. Eventually, repetition of this situation forces the students out. 48. Many college students drop out in their first year because ____. 单选题 2分

49、In the States, each fall a new crop of first-year college students, wavering between high hopes for the future and intense anxiety about their new status, scan college maps searching for their classroom. They have been told repeatedly that college is the key to a well-paid job, and they certainly don want to support themselves by flipping hamburgers or working at some other dead-end job. So, notebooks at the ready, they await what college has in store. Unfortunately many of them will not return after the first year. Why do so many students leave? There are several reasons. Some find the academic program too hard, others lack the proper study habits or motivation, and a large group leave for personal reasons. Not surprisingly, the academic shortcomings of college students have strong links to high school. In the past, a high-school student who lacked the ability or desire to take a college-preparatory course could settle for a diploma in general studies and afterward find a job with decent pay. Now that possibility scarcely exists, so many poorly prepared students feel compelled to try college. Getting accepted by some schools isn’t difficult. Once in, though, the student who has taken nothing beyond general mathematics, English, and science faces serious trouble when confronted with freshman composition, and biological or physical science. Most colleges do offer courses and other assistance that may help some weaker students to survive. In spite of everything, however, many others find themselves facing ever-worsening grade point averages and either fail or just give up. Like academic shortcomings, poor study habits have their roots in high school, where even average students can often breeze through with a minimum of effort. In many schools, outside assignments thought to complete. To accommodate slower or time require little they are rare and so easy that students, teachers frequently repeat material so many times that slightly better students can grasp it without opening their books. And when papers are late, teachers often don’t mark them down. This kindness produces students who can or don’t want to study, students totally unprepared for the rigorous demands of college. There, courses may require several hours of study each week in order to be passed with even a C. In many programs, outside assignments are commonplace and demanding. Instructors expect students to grasp material after one explanation, and many won accept late papers at all. Students who don’t quickly develop disciplined study habits face a flood of low grades and failure. Poor student motivation worsens faulty study habits. Students who thought high school was boring find even less attraction in the more challenging college offerings. Lacking any commitment to do well, they shrug off assigned papers, skip classes, and avoid doing required reading. Over time, classes gradually shrink as more and more students stay away. With final exams upon them, some return in a last-ditch effort to save a passing grade, but by then it is too late. Eventually, repetition of this situation forces the students out. 49. In order to prepare their students for college, high school teachers ____. 单选题 2分

50、In the States, each fall a new crop of first-year college students, wavering between high hopes for the future and intense anxiety about their new status, scan college maps searching for their classroom. They have been told repeatedly that college is the key to a well-paid job, and they certainly don want to support themselves by flipping hamburgers or working at some other dead-end job. So, notebooks at the ready, they await what college has in store. Unfortunately many of them will not return after the first year. Why do so many students leave? There are several reasons. Some find the academic program too hard, others lack the proper study habits or motivation, and a large group leave for personal reasons. Not surprisingly, the academic shortcomings of college students have strong links to high school. In the past, a high-school student who lacked the ability or desire to take a college-preparatory course could settle for a diploma in general studies and afterward find a job with decent pay. Now that possibility scarcely exists, so many poorly prepared students feel compelled to try college. Getting accepted by some schools isn’t difficult. Once in, though, the student who has taken nothing beyond general mathematics, English, and science faces serious trouble when confronted with freshman composition, and biological or physical science. Most colleges do offer courses and other assistance that may help some weaker students to survive. In spite of everything, however, many others find themselves facing ever-worsening grade point averages and either fail or just give up. Like academic shortcomings, poor study habits have their roots in high school, where even average students can often breeze through with a minimum of effort. In many schools, outside assignments thought to complete. To accommodate slower or time require little they are rare and so easy that students, teachers frequently repeat material so many times that slightly better students can grasp it without opening their books. And when papers are late, teachers often don’t mark them down. This kindness produces students who can or don’t want to study, students totally unprepared for the rigorous demands of college. There, courses may require several hours of study each week in order to be passed with even a C. In many programs, outside assignments are commonplace and demanding. Instructors expect students to grasp material after one explanation, and many won accept late papers at all. Students who don’t quickly develop disciplined study habits face a flood of low grades and failure. Poor student motivation worsens faulty study habits. Students who thought high school was boring find even less attraction in the more challenging college offerings. Lacking any commitment to do well, they shrug off assigned papers, skip classes, and avoid doing required reading. Over time, classes gradually shrink as more and more students stay away. With final exams upon them, some return in a last-ditch effort to save a passing grade, but by then it is too late. Eventually, repetition of this situation forces the students out. 50. Which of the following can best explain the words “shrug off” in the last paragraph? 单选题 2分

51、The railway station has always been a fascinating place, representing departure as well as _______. (arrive) 填空题 1分

52、A climate that is extreme in temperature, whether it be too hot or too cold, is not _______. (desire) 填空题 1分

53、Tropical rainforest is a forest of tall trees in a region of year-round _______ and plentiful rainfall. (warm) 填空题 1分

54、Fishing and mountain-climbing are his favorite _______. (relax) 填空题 1分

55、The policeman’s _______ was to discover the murderer. (assign) 填空题 1分

56、This _______ exercise is a good test of your student’s competence. (challenge) 填空题 1分

57、They have been through a lot together in their fifty years of _______. (marry) 填空题 1分

58、The weather _______ greatly from morning till night in that area. (variable) 填空题 1分

59、It’s just a casual occasion, so it’ll be all right if you dress _______. (formal) 填空题 1分

60、The powdered milk was actually _______ when mixed with unclean water. (danger) 填空题 1分

61、汉译英：在中国，城市家庭只允许生一个孩子。 简答题 3分

62、汉译英：出于对偏远山区孩子教育的关注，退休的徐教授将全部积蓄捐给了“希望工程”。 简答题 3分

63、汉译英：儿女们不明白，市场上蔬菜如此便宜，老人干嘛还自找麻烦，花力气自己种菜。 简答题 3分

64、汉译英：他感到他从工作中所得到的与所投入的不相称。 简答题 3分

65、汉译英：为了减少污染，他从不在等候的时间里让自己的汽车引擎开着。 简答题 3分

66、书面表达：Write a composition on the ANSWER SHEET in about 150 words, basing yourself on one of the texts you have learned. (15 points) Topic: What pattern of friendship do you follow, or what do you make friends for? ·To improve your mind as the French do. ·To share hopes, fears and dreams as young Germans do. ·To share activities as the English do. For any other purposes. 简答题 15分