创雅专升本(1)英语摸底试卷复习过程

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Passage one

Questions 1 to 5 are based on the following passage:

A quality education is the ultimate liberator. It can free people from

poverty,giving them the power to greatly improve their lives and take a productive

place in society. It can also free communities and countries, allowing them to leap

forward into periods of wealth and social unity that otherwise would not be possible.

For this reason,the international community has committed itself to getting all the

world's children into primary school by 2015, a commitment known as Education for

All.

Can Education for All be achieved by 2015? The answer is definitely

“

yes

”

,

although it is a difficult task. If we now measure the goal in terms of children

successfully completing a minimum of five years of primary school, instead of just

enrolling for classes, which used to be the measuring stick for education, the

challenge will become even more difficult. Only 32 countries were formerly believed

to be at risk of not achieving education for all on the basis of enrollment rates. The

number rises to 88 if completion rates are used as the , the goal is

achievable with the right policies and the right support from the international

community. 59 of the 88 countries at risk can reach universal primary completion by

2015 if they bring the efficiency and quality of their education systems into line with

standards observed in higher-performing also need significant

increasing external(

外部的

)financing and technical support. The 29 countries

lagging(

落后

) farthest behind will not reach the goal without un precedented(

空前

的

)r ates of progress. But this is attainable with creative solutions, including the use of

information technologies,flexible and targeted foreign aid, and fewer people living in

poverty.

A key lesson of experience about what makes development effective is that a

country to use aid well depends heavily on its policies,institutions and

a country scores well on these standards, foreign assistance can

be highly effective.

can be inferred from the passage that a quality education has the function of .

A. helping a country free from foreign rule

B. making people become wealthy

C. giving people more power and freedom

D. speeding up the progress of society

goal of Education for All is .

A. to get all the children in the world to go to primary school by 2015

B. to let poor children have the same chances to go to school as rich ones

C. to support those countries determined to reform their education systems

D. to help the poor countries improve productivity and achieve unity

used to be the standard of measuring a country ' education?

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A. The rate of pupils being admitted by high school.

B. The percentage of children enrolling for classes.

C. The rate of school children who successfully passed the required courses.

D. The percentage of children who successfully completed primary school.

of the following will help achieve the goal of Education for All?

A. Setting up more primary schools in poor regions.

B. Establishing higher-performing education systems.

C. Taking advantage of information technologies.

D. Significantly increasing the national financing.

efficiency of using foreign aid is mostly determined by .

A. the government's policies and management

B. the country 's wealth and economy

C. people 's awareness of developing education

D. students 's performance in school exams

Passage Two

Questions 6 to 10 are based on the following passage:

This thanksgiving ,many families are closer than they've been in years. An

increasing number of extended families across the USA are under the same roof living

together .These arrangements are multigenerational, with adult children,

grandchildren or an elderly parent sharing quarters. The reasons are economic and

social.

“

This is a pattern that will continue,

”

predicts Neil Howe, a historian and

economist.

”

High rates of multigenerational family living had been a norm until after

World War II,when the emphasis shifted to the nuclear family enabled by

construction of interstate highways, the rise of suburbs and the affluence(

富裕

)of

young adults. But by the late 1950s, there was a generation gap and almost generation

war ,

”

Howe says.

“

There was a time in the 1970s when no one wanted to live

together. Seniors were moving to Leisure World to get away from the culture of the

s were divorcing and youngsters wanted to strike out on their own. But

now, many young adults do return home, at least temporarily .

”

Michele Beatty, 54, of Waynesville Ohio, and her husband, Cordon, 56, had an

empty nest between the time the youngest of their three sons went to college and the

return of their oldest, Patrick, who left his job as a graphic designer.

“

They said, 'you can come home to your old room and continue to look for

employment,

'”

says Patrick Beatty,28.

“

I was stuck there. We were all brought up

with the cultural expectation that once you leave the nest, you are not supposed to

return.. I feel part of the time like a burden,

”

he says.

“

I try to contribute to the house

when I can. I try to stay out of their way as much as possible. It 's home , but not the

home I'd be building for myself if I had my way .

”

A survey of 2 , 226 adults, done by Narris Interactive for the non-profit

Generations United, found that of those in a multigenerational home , 40% reported

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