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A overturn B overtake C offset D oppress
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请阅读Passage 2。完成第小题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both area is undoubtedly necessary for the social， political and intellectual development of these and all other societies; however， the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it， because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and， as a result， radically higher standards of living.
Ironically， the first evidence for this idea appeared in the United States. Not long ago， with the country entering a recessing and Japan at its pre-bubble peak， the U.S. workforce was derided as poorly educated and one primary cause of the poor U.S. economic performance. Japan was， and remains， the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda， Nissan， and Toyota achieved about 95 percent of the productivity of their Japanese counterparts——a result of the training that U.S. workers received on the job.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don"t force it. After all， that"s how education got started. When our ancestors were hunters and gatherers 10，000 years ago， they didn"t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved， humanity"s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential， they could in turn afford more education. This increasingly high level of education is probably a necessary， but not a sufficient， condition for the complex political systems required by advanced economic performance.
Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education， however， doesn"t constrain the ability of the developing world"s workforce to substantially improve productivity for the foreseeable future. On the contrary， constraints on improving productivity explain why education isn"t developing more quickly there than it is.
The author holds in Paragraph I that the importance of education in poor countries_________. 查看材料
A. is subject to groundless doubts
B. has fallen victim to bias
C. is conventionally downgraded
D. has been overestimated
However, encouragement of critical thinking in students is one of the goals of most colleges and universities. Few professors require students to share the professors' own beliefs. In general, professors are more concerned that students learn to question and critically examine the arguments of others, including some of their own beliefs or values. This does not mean that professors insist that you change your beliefs, either. It does mean , however, that professors will usually ask you to support the views you express in class or in your writing.
If your premises (前提) are shaky, or if your arguments are not logical, professors personally point out the false reasoning in your arguments. Most professors want you to learn to recognize the premises of your arguments, to examine whether you really accept these premises, and to understand whether or not you draw logical conclusions. Put it this way. Professors don't tell you what to think; they try to teach you how to think.
On the other hand, if you intend to disagree with your professors in class, you should be prepared to offer a strong argument in support of your ideas. Arguing just for the sake of arguing usually does not promote a critical examination of ideas. Many professors interpret it as rudeness.
In the first paragraph, the writer tries to tell us that people______.
A．easily accept certain things without a second thought
B．grow up through learning certain things in life
C．are forming their views during their growth
D．have strong beliefs in authorities while getting old
根据下列文章，回答31～35题。
The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第 31 题 The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
Ironically, the first evidence for this ides appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. Alter all, that's how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in Paragraph 1 that the importance of education in poor countries ______.
A．is subject to groundless doubts
B．has fallen victim of bias
C．is conventionally downgraded
D．has been overestimated
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U. S. workforce was derided as poorly educated and one of primary cause of the poor U. S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U. S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts a result of the training that U. S. workers received on the job.
More recently, while examing housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.
What is the real relationship between education and economic development？ We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After ail, that's how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn't have time to wonder much about anything besides finding food. only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity's productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity to the forested future. on the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.
The author holds in paragraph 1 that the important of education in poor countries ______.
A．is subject groundless doubts
B．has fallen victim of bias
C．is conventional downgraded
D．has been overestimated
Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.
More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.
What is the real relationship between education and economic development？ We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.
As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.
第31题：The author holds in paragraph 1 that the importance of education in poor countries
A．is subject to groundless doubts.
B．has fallen victim of bias.
C．is conventionally downgraded.
D．has been overestimated.
Many linguists believe that evolution is【64】for our ability to produce and use language. They【65】that our highly evolve brain provides us【66】an innate language ability not found in lower【67】. Proponents of this innateness theory say that our【68】for language is inborn, but that language itself develops gradually,【69】a function of the growth of brain during childhood. Therefore there are critical【70】times for language development.
Current【71】of innateness theory are mixed, however, evidence supporting the existence of some innate abilities is undeniable.【72】, more and more schools are discovering that foreign languages are best taught in【73】grades. Young children often can learn several languages by being【74】to them, while adults have a much harder rime learning another language once the【75】of their first language have become firmly fixed.
【76】some aspects of language are undeniably innate, language does not develop automatically in a vacuum. Children who have been【77】from other human beings don't possess language. This demonstrates that【78】with other human beings is necessary for proper language development. Some linguists that this is even more basic to human language【79】than any innate capabilities. These theorists view language as imitative, learned behavior.【80】, children learn language from their parents by imitating them. Parents gradually shape their child's language skills by positively reinforcing precise imitations and negatively reinforcing imprecise ones.
(60)
A．generated
B．evolved
C．born
D．originated
It is understood that in a favorable climate______.
A．tree rings grow close together
B．tree rings grow far apart
C．trees in New Mexico will grow big and tall
D．people can cut down most of the trees in New Mexico
They do not provide energy,【21】do they construct or build any part of the body. They are needed for【22】foods into energy and body maintenance. There are thirteen or more of them, and if【23】is missing a deficiency disease becomes【24】.
Vitamins are, similar because they are made of the same elements--usually carbon, hydrogen, oxygen, and【25】nitrogen. They are different【26】their elements are arranged differently, and each vitamin【27】one or more specific functions in the body.
【28】enough vitamins is essential to life, although the body has no nutritional use for【29】vitamins. Many people,【30】, believe in being on the "safe side" and thus take extra vitamins. However, a well-balanced diet will usually meet all the body's vitamin needs.
(36)
A．either
B．so
C．nor
D．never
They do not provide energy,【31】do they construct or build any part of the body. They are needed for【32】foods into energy and body maintenance. There are thirteen or more of them, and if【33】is missing a deficiency disease becomes【34】
Vitamins are similar because they are made of the same elements—usually carbon, hydrogen, oxygen, and【35】nitrogen. They are different【36】their elements are arranged differently, and each vitamin【37】one or more specific functions in the body.
【38】enough vitamins is essential to life, although the body has no nutritional use for【39】vitamins. Many people,【40】, believe in being on the "safe side" and thus take extra vitamins. However, a well-balanced diet will usually meet all the body's vitamin needs.
(31)
A．either
B．so
C．nor
D．never
