s,="" with="" only="" a="" temporary="" slump="" in="" the="" depression="" era.="" demand="" for="" iron,="" steel,="" coal,="" oil,="" gas,="" water,="" and="" food="" rocked="" ahead="" during="" these="" years,="" stimulated="" particularly="" by="" economic="" growth="" associated="" world="" war="" ii.="" 1970's="" industrial="" might="" of="" united="" states="" was="" an="" overpowering="" national="" global="" reality.="" six="" percent="" world's="" people,="" it="" consumes="" annually="" some="" thirty-five="" available="" resources,="" while="" generating="" proportionate="" burdens="" harmful="" wastes.="" americans="" have="" been="" proud="" their="" technical="" preeminence,="" 1950’s="" that="" persuasive="" environmental="" thinking="" began="" to="" remind="" them="" being="" superpower="" is="" mixed="" blessing="" profound="" ecological="" consequences.

1.The Americans have always believed that the United States （ ）.

2.Progress in environmental protection in the United States would not have been possible if it had not been for （ ）.

3.The author's attitude towards environmental laws and regulations in the United States is （ ）.4.In paragraph 3, the author tries to account for （ ）in the United States.

5.The last sentence of the passage means that （ ）.

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From the earliest decades of colonization to the 20th century, Americans have celebrated and largely taken for granted the seemingly endless bounty of their land. Not until the early twentieth century did a significant conservation movement develop before the prodding of professional resource managers like the forester Gifford Pinchot, and politicians like Theodore Roosevelt. The movement was a response to an evident dwindling of know mineral resources, the decimation of virgin forests, and a decline in the fish and game available to sportsmen. It was also an integral expression of the political movement known as progressivism, which stressed, among other things, the use of government power, guided by scientific knowledge and democratic principles, to solve national, social, and economic problems. The progressive conservationists pushed into existence a substantial body of legislation at state and national levels that aimed at the rational management of resources. For the most part, however, these laws had more form than substance, and in practice the exploitation of nature continued and largely unchecked.By the 1920’s progressivism had faded away, but its enthusiasm for scientific management and research remained active in the business community. Both the commitment to resource management research by industry and the allocation of funds to seek out untapped resources grew rapidly. Science and technology linked up more closely than before to devise means for their exploitation.The amalgam of science, technology, and business interests not only fostered the continued growth of older industries, but also spawned new industries that fostered economic expansion at great environmental cost. The development of electric power raised manufacturing productivity and the material standard of living, but also polluted the air through the combustion of fossil fuels in huge amounts. The spread of automotive transportation entailed mobility and productivity, but exacted the price of long-term environmental costs, voracious energy consumption, and expropriation of land for railways. The multifaceted petrochemical industry listed among its benefits better agricultural productivity from the use of chemical fertilizers and pesticides, but contributed heavily to air, water, and soil pollution. The aviation industry promoted mobility and cohesion within the nation and helped to end American isolation from the rest of the world, but promoted a new dimension of air and noise pollution, energy demands, and pressure on scarce land in urban areas for airports.American urbanization and industrialization continued to accelerate between World War I and the 1970's, with only a temporary slump in the depression era. Demand for iron, steel, coal, oil, gas,

Ideas about education are changing in the United States. Education today is not just a high school diploma or a college degree. Many adults are not interested in going to college. They are interested in other kinds of learning. For them, learning does not end with a diploma.Continuing education gives these adults the opportunity to increase their knowledge about their own field or to learn about a new field. It also gives them a chance to improve their old skills or to learn new ones.Secretaries, mechanics, and barbers can take classes to improve their work skills. Nurses can take classes to increase their knowledge of nursing. If they know more or learn more, then they can get a better job or earn more money.Continuing education classes give some adults the chance to learn new skills. There is usually a large variety of classes to choose from, typing, foreign cooking, photography, auto repair, furniture repair, or swimming. These are only some of the classes available.Some adults take classes for fun or because the class will be useful for them. For example, they can choose a class in almost any language, Chinese, Spanish or English as a second language. There are classes in first aid or classes in sewing. There are also many other types of classes to choose from.Other adults take continuing education classes to improve their own lives because they want to feel better about themselves. Overweight people can find exercise classes or classes in nutrition. Others can learn how to be good parents, or how to get along with other people. There are many opportunities for adults to continue their learning. Almost any community college or public school system has a continuing education program. There are classes in schools, community buildings, or churches. Most classes are in the evening, so working people can attend. The classes are usually small, and they are inexpensive.Thousands of people register for continuing education classes each year. They receive no diploma or certificate, and no grade for most of the classes they attend. For them, learning is something they do because they want to.1.Lots of people attend continuing education classes because（ ） .2.Some adults take lessons of typing or auto repair to （ ）.3.What’s the main idea of Para.7?4.Attending continuing education classes（ ） .5.We can learn from the passage that（ ） .

A.they can also go to church at the same time B.there are many courses they can choose from C.learning is something they are interested in D.the classes will help them become more confident
问题2：
A.get a college education B.learn new skills C.get a certificate D.earn grades
问题3：
A.Adults can continue their learning. B.Classes are held for working people. C.Most continuing education classes are in the evening. D.Adults have many opportunities to continue their learning.
问题4：
A.is expensive B.requires a loan C.is free of charge D.does not cost much money
问题5：
A.adult education is very popular B.college education is not important C.others kinds of learning are more important than school learning D.continuing education classes teach the same courses that are taught in colleges

Some people （ ）avoid questions of right and wrong or remain neutral about them.

A.violently B.enthusiastically C.sincerely D.deliberately

In the two decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the preponderance of the Black population had bee8n located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that the majority of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of the cotton industry following the boll weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants’ subsequent lack of economic mobility in the North is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.But the question of who actually left the South has never been rigorously investigated. Although numerous investigations document an exodus from rural southern areas to southern cities prior to the Great Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force, reported themselves to be engaged in “manufacturing and mechanical pursuits,” the federal census category encompassing the entire industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be enticed to move, but an explanation lies in the labor conditions then prevalent in the South.About thirty-five percent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery blacksmiths, masons, carpenters which had had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence. The remaining sixty-five percent, more recently urbanized, worked in newly developed industries tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled workers in the North than they could as artisans in the South. After the boll weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial fobs. Thus, a move north would be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural background comes into question.1.The author indicates explicitly that which of the following records has been a source of information in her investigation?2.In the passage, the author anticipates which of the following as a possible objection to her argument?3.According to the passage, which of the following is true of wages in southern cities in 1910?4.The author cites each of the following as possible influences in a Black worker’s decision to migrate north in the Great Migration EXCEPT（ ） .

5.It can be inferred from the passage that the “easy conclusion” mentioned in line 16 of the last paragraph is based on which of the following assumptions?

6.The primary purpose of the passage is to （ ）.

7.According to information in the passage, which of the following is a correct sequence of groups of workers, from highest paid to lowest paid, in the period between 1910 and 1930?

8.The material in the passage would be most relevant to a long discussion of which of the following topics?

A.United States Immigration Service reports from 1914 to 1930. B.Payrolls of southern manufacturing firms between 1910 and 1930. C.The volume of cotton exports between 1898 and 1910. D.The federal census of 1910.问题2： A

The decision to call it quits by Mr. Grimm, of Staten Island ― perhaps best known for threatening to break a reporter in half and （ ） a Capitol Hill balcony — came after a conversation on Monday with the House speaker, John
A. Boehner, which a source close to the speaker confirmed.

A.throw him off B.throwing him into C.throwing himself off D.throw himself into

当中国成为世界上最大的经济体时，我们会有什么感受？答案不用多久就会揭晓。几周前国际货币基金组织发布一项报告指出，中国将会在五年内成为世界第一大经济体。随着中国日益崛起成为超级经济大国，一国的财富与个人财富的联系正在被打破。中国既比西方国家富有，也比西方国家贫穷，它坐拥3万亿美元的外汇储备，然而如果按当前汇率来计算，美国的人均财力是中国的十倍。美国社会的相对富裕正是中国成为世界最大经济体之时却不能成为世界最强国的原因之一。人们习惯性地把美国当成是世界唯一超级大国，这也让美国的世界政治主导地位比其经济地位更加长久。美国在世界各大机构中都有根深蒂固的地位。有一个很重要的事实是，联合国，国际货币基金组织以及世界银行均坐落于美国。中国由于经济实力的崛起而引发的政治问题，其邻国的感受最为强烈。日本、南韩和澳大利亚发现它们的经济和战略利益正在日益分歧，这三个国家都与中国有非常重要的经济联系，同时它们与美国也有相当重要的军事联系。但是随着时间的推移，中国的不断增长的经济力量将会变得越来越举足轻重。