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浙江省2013年选拔优秀高职高专毕业生进入本科学习统一考试
英 语
请考生按规定用笔将所有试题的答案涂、写在答题纸上
选择题部分
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Part Ⅰ Reading Comprehension (60marks,60minutes) Section A(每小题2分) Format I
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 blacken the corresponding letter on Answer Sheet.(40 marks)
Passage one
Questions 1 to 5 are besed on the following passage:
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A quality education is the ultimate liberator. It can free people form poverty,giveing them the power to greatly improve thier lives and take a productive place in society. It can also free communities and countries, allowing them to leap forward into periods ofg wealth and social unity that otherwisewould 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 success fully completing a minimum of five yeas 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 standard.Still, the goai is achievable with the rigt policies and the right support form the international community. 59 of the 88 countries at risk can reah universal primary completion by 2015 if they bring the efficiency and quality of their education systems into line with standards observed in higher-perforrming systtems.Theg also need significant increasesin external(外部的)financing and technical support. The 29 countries lagging(落后) farthest behind wll not reach the goal without unprecedented(空前的)rates of progress. But this is attainable with creative
solutions,
including
the
use
of
information
technologies,flexible and targeted foreign aid, and fewer people living
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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 management.Where a country scores well on these standards, foreign assistance can be highly effective.
1.Ti can be inferred from the passage that a quality education has the function of .
A. helping a country free from foreign rule B. makeing people become wealthy C. giving people more power and freedom D. speeding up the progress of society 2.The 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 thoes countries determined to reform their education systems
D. to help the poor countries improve productivity and achieve unity 3.What 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 classses.
C. The rate of schppl children who successfully passed the required courses.
D. The percentage of children who successfully completed primary school.
4.Which of the following will help achieve the goai of Education for All?
A. Setting up more primary schools in poor regions. B. Establishing higher-performing education systems. C. Taking advantage of information technoloies. D. Significantly increasing the national financing.
5.The efficiency of using foreig 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. studets 's performance in school exams
Passage Two
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Questiongs 6 to 10 are besed on the following passag:
This thanksgiving ,mang 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 adut 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 generration 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 kide.Couples were divorcing and youngsters wanted to strike out on their own. But now, many young adults do return home, at least temporaaily .”
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 jod 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 contrbute to the house when Ican. I try to stay out
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最新2013年浙江专升本英语试卷
