题目内容
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The early ministers and political leaders in Massachusetts Bay ______ .
A．were famous in the New World for their writings
B．gained increasing importance in religious affairs
C．abandoned high positions before coming to the New World
D．created a new intellectual atmosphere in New England
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The Beginning of American Literature
American has always been a land of beginnings. After Europeans 'discovered' America in the fifteenth century, the mysterious New World became for many people a genuine hope of a new life, an escape from poverty and persecution, a chance to start again. We can say that, as nation, America begins with that hope. When, however, does American literature begin？
American literature begins with American experiences. Long before the first colonists arrived, before Christopher Columbus, before the Northmen who 'found' America about the year 1,000, Native Americans lived here. Each tribe's literature was tightly woven into the fabric of daily life and reflected the unmistakably American experience of lining with the land. Another kind of experience, one filled with fear and excitement, found its expression in the reports that Columbus and other explorers sent home in Spain, France and England. In addition, the journals of the people who lived and died in the New England wilderness tell unforgettable tales of hard and sometimes heartbreaking experiences of those early years.
Experience, then, is the key to early American literature. The New World provided a great variety of experiences, and these experiences demanded a wide variety of expressions by an even wider variety of early American writers. These writers included John Smith, who spent only two-and-a-half years on the American continent. They included Jonathan Edwards and William Byrd, who thought of themselves as British subjects, never suspecting a revolution that would create a United States of America with a literature of its own. American Indians, explorers, Puritan ministers, frontier wives, plantation owner -- they are all the creators of the first American literature.
What does 'that hope' in the first paragraph refer to？
A．The hope that America would be discovered.
B．The hope to start a new life.
C．The hope to see the mysteries of the New World.
D．The hope to find poverty here.
In the early years, these schools were much alike. Only young men went to college. All the students studied the same subjects, and everyone learned Latin, Greek and Hebrew. Little was known about science then, and one kind of school could teach everything that was known about the world. When the students graduated, most of them became ministers (大臣) or teachers.
In 1782, Harvard started a medical school for young men who wanted to become doctors. Later, lawyers could receive their training in Harvard's law school. In 1825, besides Latin and Greek, Harvard began teaching modern languages, such as French and German. Soon it began teaching American history.
As knowledge increased, Harvard and other colleges began to teach many new subjects. Students were allowed to choose the subjects that interested them.
Today, there are many different kinds of colleges and universities. Most of them are made up of smaller schools that deal with (涉及) special fields of learning. There's so much to learn that one kind of school can't offer it all.
The oldest university in the US is______.
A．Yale
B．Princeton
C．Harvard
D．Columbia
The beginning of American literature
American has always been a land of beginnings. After Europeans " discovered" America in the fifteenth century, the mysterious New World became for many people a genuine hope of a new life, an escape from poverty and persecution, a chance to start again. We can say that, as a nation, America begins with that hope. When, however, does American literature begin？
American literature begins with American experiences. Long before the first colonists arrived, before Christopher Columbus, before the Northmen who found America about year 1,000, Native Americans lived here. Each tribe's literature was tightly woven into the fabric of daily life and reflected the unmistakably (不会弄错的) American experience of lining with the land. Another kind of experience, one filled with fear and excitement, found its expression in the reports that Columbus and other explorers sent home in Spain, French and English. In addition, the journals of the people who lived and died in the New England wilderness (荒野) tell unforgettable tales of hard end sometimes heartbreaking experiences of those early years.
Experience, then, is the key to early American literature. The New World provided a great variety of experiences, and experiences demanded a wide variety of expressions by an even wider variety of early American writers. These writers included John Smith, who spent only two- and-a-half year. on the American continent. They included Jonathan Edwards and William Byrd, who thought of themselves as British subjects, never suspecting a revolution that would create a United States of America with a literature of its own. American Indians, explorers, Puritan ministers, frontier wives, plantation owners — they are all the creators of the first American literature.
What does "that hope" in the first paragraph refer to？
A．The hope that America would be discovered
B．The hope to start a life.
C．The hope to see the mysteries of the New World
D．The hope to find poverty here.
The Beginning of American Literature
American has always been a land of beginnings. After Europeans ‘iscovered’ America in the fifteenth century, the mysterious New World became for many people a genuine hope of a new life, an escape from poverty and persecution, a chance to start again. We can say that, as nation, America begins with that hope. When, however, does American literature begin？
American literature begins with American experiences. Long before the first colonists arrived, before Christopher Columbus, before the Northmen who 'found' America about the year 1,000, Native Americans lived here. Each tribe's literature was tightly woven into the fabric of daily life and reflected the unmistakably American experience of lining with the land. Another kind of experience, one filled with fear and excitement, found its expression in the reports that Columbus and other explorers sent home in Spain, France and England. In addition, the journals of the people who lived and died in the New England wilderness tell unforgettable tales of hard and sometimes heartbreaking experiences of those early years.
Experience, then, is the key to early American literature. The New World provided a great variety of experiences, and these experiences demanded a wide variety of expressions by an even wider variety of early American writers. These writers included John Smith, who spent only two-and a half years on the American continent. They included Jonathan Edwards and William Byrd, who thought of themselves as British subjects, never suspecting a revolution that would create a United States of America with a literature of its own. American Indians, explorers, Puritan ministers, frontier wives, plantation owner-they are all the creators of the first American literature.
What does 'that hope' in the first paragraph refer to？
A．The hope that America would be discovered.
B．The hope to start a new life.
C．The hope to see the mysteries of the New World.
D．The hope to find poverty here.
On the face of it, the deal agreed in the early hours of Thursday June 26th looks promising. Most subsidies linked to specific farm products are, at last, to be broken—the idea is to replace these with a direct payment to farmers, unconnected to particular products. Support prices for several key products, including milk and butter, are to be cut—that should mean European prices eventually falling towards the world market level. Cutting the link between subsidy and production was the main objective of proposals put forward by Mr. Fischler, which had formed the starting point for the negotiations.
The CAP is hugely unpopular around the world. It subsidises European farmers to such an extent that they can undercut farmers from poor countries, who also face trade barriers that largely exclude them from the potentially lucrative European market. Farm trade is also a key feature of the Doha round of trade talks, launched under the auspices of the World Trade Organisation (WTO) in November 2001. Developing countries have lined up alongside a number of industrial countries to demand an end to the massive subsidies Europe pays its farmers. Several Doha deadlines have already been missed because of the EU's intransigence, and the survival of the talks will be at risk if no progress is made by September, when the world's trade ministers meet in Cancun, Mexico.
But now even the French seem to have gone along with the deal hammered out in Luxembourg. Up to a point, anyway. The package of measures gives the green light for the most eager reformers to move fast to implement the changes within their own countries. But there is an escape clause of sorts for the French and other reform-averse nations. They can delay implementation for up to two years. There is also a suggestion that the reforms might not apply where there is a chance that they would lead to a reduction in land under cultivation.
These let-outs are potentially damaging for Europe's negotiators in the Doha round. They could significantly reduce the cost savings that the reforms might otherwise generate and, in turn, keep European expenditure on farm support unacceptably high by world standards. More generally, the escape clauses could undermine the reforms by encouraging the suspicion that the new package will not deliver the changes that its supporters claim. Close analysis of what is inevitably a very complicated package might confirm the sceptics' fears.
The deal agreed on Thursday looks promising in that ______.
A．European farm ministers finally reached a consensus
B．the link between farm products and subsidies is removed
C．farmers would definitely accept the direct payment to them
D．European farm products will reach a lower price level than the world
Passage Two
Started in 1636, Harvard University is the oldest of all the many colleges and universities in the United States. Yale, Princeton, Columbia and Dartmouth were opened soon after Harvard.
In the early years, these schools were much alike. Only young men went to college. All the students studied the same subjects, and everyone learned Latin, Greek and Hebrew. Little was known about science then, and one kind of school could teach everything that was known about the world. When the students graduated, most of them became ministers (大臣) or teachers.
In 1782, Harvard started a medical school for young men who wanted to become doctors. Later, lawyers could receive their training in Harvard's law school. In 1825, besides Latin and Greek, Harvard began teaching modern languages, such as French and German. Soon it began teaching American history.
As knowledge increased, Harvard and other colleges began to teach many new subjects. Students were allowed to choose the subjects that interested them.
Today, there are many different kinds of colleges and universities. Most of them are made up of smaller schools that deal with (涉及) special fields of learning. There's so much to learn that one kind of school can't offer it all.
36. The oldest university in the US is______.
A. Yale
B. Princeton
C. Harvard
D. Columbia
On the face of it, the deal agreed in the early hours of Thursday June 26th looks promising. Most subsidies linked to specific farm products are, at last, to be broken—the idea is to replace these with a direct payment to farmers, unconnected to particular products. Support prices for several key products, including milk and butter, are to be cut—that should mean European prices eventually falling towards the world market level. Cutting the link between subsidy and production was the main objective of proposals put forward by Mr. Fischler, which had formed the starting point for the negotiations.
The CAP is hugely unpopular around the world. It subsidizes European farmers to such an extent that they can undercut farmers from poor countries, who also face trade barriers that largely exclude them from the potentially lucrative European market. Farm trade is also a key feature of the Doha round of trade talks, launched under the auspices of the World Trade Organization (WTO) in November 2001. Developing countries have lined up alongside a number of industrial countries to demand an end to the massive subsidies Europe pays its farmers. Several Doha deadlines have already been missed because of the EU's intransigence, and the survival of the talks will be at risk if no progress is made by September, when the world's trade ministers meet in Cancun, Mexico.
But now even the French seem to have gone along with the deal hammered out in Luxembourg. Up to a point, anyway. The package of measures gives the green light for the most eager reformers to move fast to implement the changes within their own countries. But there is an escape clause of sorts for the French and other reform-averse nations. They can delay implementation for up to two years. There is also a suggestion that the reforms might not apply where there is a chance that they would lead to a reduction in land under cultivation.
These let-outs are potentially damaging for Europe's negotiators in the Doha round. They could significantly reduce the cost savings that the reforms might otherwise generate and, in turn, keep European expenditure on farm support unacceptably high by world standards. Mote generally, the escape clauses could undermine the reforms by encouraging the suspicion that the new package will not deliver the changes that its supporters claim Close analysis of what is inevitably a very complicated package might confirm the sceptics' fears.
The deal agreed on Thursday looks promising in that _____.
A．European farm ministers finally reached a consensus.
B．the link between farm products and subsidies is removed.
C．farmers would definitely accept the direct payment to them.
D．European farm products will reach a lower price level than the world.
The task is a difficult one, but it is not futile. It requires patience and persistence as well as logical inquiry and flexible perspectives.
【B1】 As the examples just given often illustrate, contemporary international events are regularly interrelated; our task of achieving understanding is therefore further Complicated because seemingly unrelated events in different areas of the world may over a period of time combine to affect still other regions of the globe. Events are demonstrably interdependent, and as we improve our ability to understand the causes of and reasons behind this interdependence, we will improve our ability to understand contemporary international relations.
How can our task best be approached？ Throughout history, analysts of international relations have differed in their approaches to improving understanding in their field. During the late 19th and early 20th centuries, for example, the study of international relations centered around diplomatic history. Who did what to whom at a particular time and place were the main features of the method of diplomatic history. This methodology concentrated on nation-states as the main actors in international relations and included the study of the major diplomats and ministers of the period. Detailed accuracy was required and obtained, but seldom were causal connections or comprehensive analyses sought.
【B2】 As a means for understanding a particular series of events, diplomatic history was(and is)excellent; as a means for understanding a particular sweeps of international relations or for developing a theoretical basis for the study of international relations, diplomatic history was(and is) of limited utility.
Whereas diplomatic history sought to explain a particular series of events, other methodologies were developed during the 19th and early 20th centuries that viewed international relations on a global scale.
【B3】 Strategic and geopolitical analyses, methodologies in wide use even today, trace their roots to concepts developed by the U. S. Admiral Alfred Mahan during the late 19th century and British geographer Sir Halford Mackinder during the early 20th century.To Mahan the world's ocean were its high-ways, and whoever controlled its highways could control the course of international relations. Mahan bases most of his analysis on Great Britain and its Royal Navy. Partly because of the urgings of Mahan, the United States on Great Britain and its fleet during the late 19th century and actively sought and acquired territorial possessions in the Pacific Ocean, including Hawaii, Samoa Guam and the Philippines.
【B1】
According to the passage, young people in Britain
A．are used to showing up for work
B．value unpaid work very much
C．are always opposed to unpaid work
D．could learn something about job security through unpaid work
听力原文： Started in 1636, Harvard University is the oldest of all the colleges and universities in the United States. Yale, Princeton, and Dartmouth were opened soon after Harvard. They were all started before the American Revolution made the thirteen colonies into states.
In the early years, these schools were much alike. Only young men attended college. All the students studied the same subjects and everyone learned Latin and Greek. Little was known about science then, and one kind of school could teach everything that was known about the world. When the students graduated, most of them became ministers or teachers.
In 1782, Harvard started a medical school for young men who wanted to become doctors. Later, lawyers could receive their training in Harvard Law School. In 1825, Harvard began teaching modem languages, such as French and German, as well as Latin and Greek. Soon it began teaching American history.
As knowledge increased, Harvard and other colleges began to teach many new subjects. Students were allowed to choose the subjects that interested them.
Special colleges for women were started. New state universities began to teach such subjects as farming, engineering and business. Today, there are many different kinds of colleges and universities. Most of them are divided into smaller schools that deal with special fields of learning. There is so much to learn that one kind of school cannot offer it all.
(30)
A．How to start a university.
B．How colleges have changed in America.
C．The American Revolution.
D．The world famous colleges in America.
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