The workers didn't like the way ____ they were treated.

Why did the Trade Union leaders propose to ban stiletto heels from the workplace？A．They be
Why did the Trade Union leaders propose to ban stiletto heels from the workplace？
A．They believed that these shoes are harmful to women workers" health.
B．They maintained that women should decide what to wear at work.
C．They thought these shoes give women excuse to ask for a sick leave.
D．They didn"t want to work in the place that looks like Hollywood.


请帮忙给出正确答案和分析，谢谢！

Bil l has just arrived, but I didn’t know he （) until yesterday.

It was very cold last Sunday. Paul and his friends Allen, Bill and Betty went to the lake after breakfast. They began to skate on the ice. Paul skated better than his three friends. He skated fast and didn’t know a piece of ice was broken. He fell into the water. His friends were afraid and called for help. Just then two workers walked there and heard them. They ran there quickly and helped the boy come out of the water. Then they took him to a hospital. Paul and his parents thanked them very much.
1. When did the children go skating？
A. After breakfast.
B. Before supper.
C. After lunch.
D. At lunch.
2. How many children skated on the lake？
A. Three.
B. Four.
C. Five.
D. Six.
3. Who skated best of all the children？
A. Allen did.
B. Paul did.
C. Bill did.
D. Worker did.
4. Why did Paul fall into the water？
A. Because he skated fast.
B. Because he was not good at skating.
C. Because he didn’t know the ice there was broken.
D. Because he skated slow.
5. Who helped Paul？
A. His friends.
B. His parents.
C. Two workers.
D. Betty.

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 it is, 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 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

Once James Thornhill, a famous English painter, was asked to paint some pictures on the walls of the king‘s palace in England.

Then workers were sent for and a big platform(台子) was made.

With the help of a worker, Thornhill started painting on the platform. They worked for a whole year and at last the pictures were ready.

Thornhill was happy when he looked at the pictures, for they were really beautiful. He looked at them for a long time, and then took one step back and looked again. Now the pictures were even more beautiful. He took another step, then another. Finally he was at the very edge of the platform, but he didn‘t know it because he was thinking of his pictures.

The worker saw everything. “What should I do?“ he thought. “Thornhill was at the very edge of the platform. If I cry out, he will take another step, fall off it and surely be killed.“So the worker quickly took some paint(漆)and threw it at the pictures.

“What are you doing?“ cried the painter, running quickly forward to his pictures.

1.It took them（）to finish the pictures.

A.a month

B.a week

C.twelve months

D.half a month

2.The worker threw some paint at the pictures in order to（）.

A.save James‘ life

B.destroy the picture

C.make the picture more beautiful

D.make the king angry

3.James Thornhill was an English（）.

A.worker

B.artist

C.king

D.writer

4.James Thornhill felt that the（）he was from the pictures,the（）they were.

A.nearer...more beautiful

B.farther...more ugly

C.farther...more beautiful

D.higher above...more good-looking

5 . He was ordered to（）.

A.paint the wall of the king‘s palace in England

B.paint some pictures on the wall of the palace

C.build a big platform in front of the palace

D.put up some new pictures on the old wall

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 prebubble 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 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 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.


请帮忙给出正确答案和分析，谢谢！

根据下列文章，回答31～35题。 The relationship between formal education and economic growth
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 prebubble 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 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 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.

请帮忙给出正确答案和分析，谢谢！

Mr. White lived in a small village（怀特先生住在一个小乡村里). His parents hadn't
Mr. White lived in a small village(怀特先生住在一个小乡村里). His parents hadn't enough money to send him to school. He had to help them to do something in the fields. But he didn't like to live in the poor place. When he was sixteen, he got to the town and found work in a factory. Three years later he became tall and strong. So he was sent to Africa as a soldier. He stayed there for five years and got some money. Then he came back to England and bought a shop in a small town. No people in the town went to Africa except him. And he hoped they thought he was a famous man and that they could respect him. The children often asked him to tell them some stories and his life in Africa.
One day a few children asked him to tell them something about the animals in Africa. He told them how he fought with the tigers and elephants. His stories surprised them all and some policemen and workers went to listen to him. It made him happier. Just a man who taught geography in a middle school passed there. He stopped to listen to him for a while and then said, "Could you please tell us a rare animal, sir？"
"Certainly," said Mr. Turner. "One day I met a rhinoceros(犀牛) by a river…"
"Please wait a minute, sir," said the man. "There aren't any rhinoceros in Africa at all!"
"It's rare just because there aren't any!"
(1)、Mr. White was born in a farmer's family.
A：T
B：F
(2)、Mr. White hoped to be respected because he was the richest man in their town.
A：T
B：F
(3)、The children often asked him to tell them something interesting because he knew more than any other person in the town.
A：T
B：F
(4)、All people believed Mr. White except the children.
A：T
B：F
(5)、Mr. White wouldn't like to admit that he was wrong.
A：T
B：F

请阅读Passage 2。完成第小题。 The relationship between formal education and economic growth
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

请帮忙给出正确答案和分析，谢谢！