Research published in May 1998 by the Department of the Environment, Transport and the Regions (DETR) showed that reducing coastal and river pollution and ensuring a reliable water supply were among the top environmental priorities for the public. All discharges to water in the UK require the consent of the appropriate regulatory authority. In England and Wales the Environment Agency’s principal method of controlling water pollution is through the regulation of all effluent discharges, including sewage, into groundwater, and inland and coastal waters. The Agency maintains public registers containing information about water quality, discharge consents, authorizations and monitoring. Applicants for consents to discharge have the right of appeal if they are dissatisfied with the Agency’s decision; most of these appeals are dealt with by the Planning Inspectorate, an executive agency of the DETR. In Scotland control is the responsibility of the Scottish Environment Protection Agency (SEPA), and most appeals are dealt with by the Scottish Office. In Northern Ireland the Environment and Heritage Service is responsible for controlling water pollution. In 1997, there were 4,717 cases in England and Wales of discharges exceeding their consented limits, including a number of offences by water companies discharging insufficiently treated sewage. The majority of these breaches did not cause any significant environmental damage. However, the Environment Agency did bring 65 cases to court, of which 61 were successful, resulting in fines ranging from ￡ 440 to ￡ 12,000 and one prison sentence of two months. In Scotland, there were 2,734 pollution incidents in 1997; SEPA seeks prosecution in all significant cases. In 1997 and 1998, the Government introduced statutory Environmental Quality Standards (EQSs) for 33 substances in water. The new regulations give legal force for the first time to standards for some of the most dangerous pollutants found in the aquatic environment. In the UK, 96 percent of the population live in properties connected to a sewer, and sewage treatment works serve over 80 percent of the population. In England and Wales, the water industry is committed to an investment programme of some ￡ 11,000 million over ten years for improvements to water quality. Progressively higher treatment standards for industrial waste effluents and new measures to combat pollution from agriculture are expected to bring further improvements in water quality. In Scotland, responsibility for the provision of all water and sewerage services lies with three Water and Sewerage Authorities, covering the north, east and west of the country.
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Passage 2 The current emergency in Mexico City that has taken over our lives is nothing I couldever have imagined for me or my children. We were living in an environmental crisis, an air pollution emergency of unprecedented 1 . 2it really means is that just to breathehere is to 3 a dangerous game with your health. 4parents, what 5us most are reports that children are at higher 6because they breathe more times per minute. What more can we do to protect them and ourselves? Our pediatrician’s （儿科医师） medical 7was simple: 8the city 9 . We are foreigners and we are among the small minority that can afford to leave. We are herebecause of my husband’s work. We know that for us, this is a 10danger. 11 ,we can’t stand for much longer the fear we feel for our boys. We can’t stop them frombreathing. But for millions, there is no choice. Their lives, their jobs, their futures 12on being here. Thousands of Mexicans arrive each day in this city, 13for economic opportunities Thousands more are born here each day. Entire families work in the streets and 14live there. It’s a familiar sight: 15parents hawk goods at stoplights, their children play in the grassy highway dividers, breathing exhaust fumes. I feel 16complaining about my personal situation; we won’t be here long enough for our children to form the 17 thaw skies are colored only gray. The word “emergency” 18the unusual. But when daily life itself is an emergency, the concept loses its meaning. It is human nature to try to 19that which we can’t change, or to mislead ourselves 20believing we can adapt.1.
A. quality B. severity C. intensity D. density2.
A. Which B. Whatever C. How D. What3.
A. act B. conduct C. perform D. play4.
A. As B. Like C. With D. Unlike5.
A. terrorizes B. fears C. interrupts D. suffers6.
A. rate B. risk C. amount D. quantity7.
A. recommendation B. reference C. diagnosis D. comment8.
A. resign B. abandon C. forbid D. prohibit9.
A. consistently B. persistently C. permanently D. unconditionally10.
A. transient B. momentary C. temporary D. instant11.
A. Therefore B. Moreover C. Thus D. However12.
A. decide B. depend C. revolve D. concentrate13.
A. desperate B. fanatic C. insane D. furious14.
A. fundamentally B. literally C. practically D. essentially15.
A. since B. as C. now that D. if16.
A. guilty B. reasonable C. rational D. conscientious17.
A. impression B. suppression C. depression D. oppression18.
A. supplies B. implies C. designates D. complies19.
A. feel like B. dedicate to C. adapt to D. see to20.
A. to B. for C. onto D. into -
Passage 2 Most worthwhile careers require some kind of specialized training. Ideally, therefore, the choice of an 1should be made even before choice of a curriculum in high school. Actually, 2 , most people make several job choices during their working lives, 3 because of economic and industrial changes and partly to improve their position. The “one perfect job” does not 4 . Young people should 5 enters into a broad flexible training program that will 6 them for a field of work rather than for a single 7 . Unfortunately many young people have to make career plans 8 benefit of help from an 9 vocational counselor or psychologist. Knowing 10 about the occupational world, or themselves for that matter, they choose their lifework on a hit-or-miss basis. Some 11 from job to job. Others 12 to work in which they are unhappy and for which they are not fitted. One common mistake is choosing an occupation for 13 real or imagined prestige. Too many high-school students-or their parents for them-choose the professional field, 14 both the relatively small proportion of workers in the professions and the extremely high educational and personal 15 . The imagined or real prestige of a profession or a white-collar job is no good 16 for choosing it as life’s work. 17 , these occupations are not always well-paid, since a large 18 of jobs are in mechanical and manual work. The 19 of young people should give serious 20 to these fields.1.
A. identification B. entertainment C. accommodation D. occupation2.
A. however B. thus C. though D. thereby3.
A. entirely B. mainly C. partly D. possibly4.
A. fade B. vanish C. survive D. exist5.
A. since B. therefore C. furthermore D. for6.
A. make B. fit C. take D. leave7.
A. job B. way C. means D. company8.
A. with B. for C. without D. to9.
A. competent B. competitive C. aggressive D. effective10.
A. little B. few C. much D. more11.
A. turn B. drift C. leave D. float12.
A. apply B. appeal C. stick D. turn13.
A. our B. its C. your D. their14.
A. concerning B. following C. considering D. disregarding15.
A. preferences B. requirements C. tendencies D. ambitions16.
A. resource B. background C. reason D. basis17.
A. So B. Nevertheless C. But D. Moreover18.
A. rate B. thickness C. proportion D. density19.
A. majority B. minimum C. minority D. multitude20.
A. proposal B. suggestion C. consideration D. appraisal -
Which of the following statements is true?
A、OK Go is a small band while EMI is a big record company
B、EMI is a small band while OK Go is a big record company
C、Both OK Go and EMI are small bands working for a big company
D、Both OK Go and EMI are big record companies who own small bands
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Passage 2 Is there something as truth? For good many centuries “the search for truth” has been 1 _ the noblest activity of the human mind, but the seekers after truth have come to such 2conclusions that it often seems that very little progress has been made. 3 , there are many people who feel that we are actually going backward 4our knowledge. They 5 , often contemptuously, that we have more “knowledge” than our ancestors, but they think we are farther from the truth than ever, or even that we have 6the truth that we once possessed. If people look for anything long enough without finding it, the question naturally arises 7the thing is really there to find. You have seen a picture of an animal with a lion’s head, a goat’s body, and a serpent’s tall and maybe an eagle’s wings for good 8 . There is plenty of evidence that each part of this animal 9-but there is no 10 evidence that the parts ever occur in this combination. It is at least 11that the seekers after “truth” have made a similar mistake and invented a（n） 12combination. It is 13to consider that the noun truth comes from the adjective true, and that the Latin world for truth, verities, also comes form an adjective, versus. In both languages the notion of true -accurate, 14to facts-seems to have developed before the notion of truth. We cannot definitely prove this, 15even older words meaning “truth” may have been forgotten, but it seems 16 . If you want to find out whether a man has told the truth, you 17his words with facts. If they 18 , you decide that his statement was true. You may then say either that his words were true or that he spoke the truth－but you cannot simply 19words to find out whether there is something called truth in them. Your second statement is merely a grammatical 20of the first.1.
A. regarded B. considered C. pondered D. referred2.
A. illegal B. identical C. different D. profound3.
A. However B. Nevertheless C. In fact D. In contrast4.
A. to abandon B. to derive C. to enrich D. to accumulate5.
A. confess B. realize C. admit D. reveal6.
A. found B. missed C. lost D. enriched7.
A. while B. that C. when D. whether8.
A. measure B. luck C. reason D. sense9.
A. endures B. exists C. prevails D. emerges10.
A. appropriate B. unique C. reliable D. dependent11.
A. informative B. thoughtful C. considerable D. conceivable12.
A. unbelievable B. imaginary C. impressive D. idealized13.
A. enlightening B. delighting C. refreshing D. distressing14.
A. conforming B. complying C. matching D. resembling15.
A. although B. since C. if D. therefore16.
A. reasonable B. inevitable C. incredible D. distinguish17.
A. Separate B. discern C. compare D. distinguish18.
A. suit B. fit C. vary D. identify19.
A. survey B. audit C. examine D. investigate20.
A. distinction B. deformation C. specification D. variation -
Passage 1 There is a general expectation that teachers can spot talented children and do something for them. But studies have __1__ that teachers do not always __2__ gifted children, even those __3__ academic talent. In fact, they __4__ to identify from 10 to 50 percent of their gifted students. The first __5__ in identifying gifted students is determining the __6__ for finding them. If we want to __7__ a group of students for a（n） __8__ mathematics class, our approach would be different than __9__, we are looking for students with high talent __10__ a creative-writing program. Specific program needs requirements, then, __11__ the identification process. Subjective evaluation-teacher __12__, parent referral-should be __13__ by standardized tests and other __14__ measures of ability. Any __15__ for identifying gifted children in a school system should __16__ both subjective and objective methods of __17__. Classroom behavior, for example, can point __18__ children’s ability to organize and use materials and reveal their potential for processing information better than __19__ a test situation. Many aspects of creativity and verbal fluency are also best__20__ in a classroom or informal setting.1.
A. expressed B. shown C. approved D. confirmed2.
A. prefer B. admit C. recognize D. encounter3.
A. for B. of C. without D. with4.
A. fail B. tend C. try D. promise5.
A. method B. step C. phase D. aim6.
A. approach B. process C. reason D. procedure7.
A. signify B. choose C. specify D. organize8.
A. enforced B. innovated C. extended D. advanced9.
A. if B. when C. that D. whom10.
A. to B. for C. in D. on11.
A. shape B. complete C. modify D. regulate12.
A. grading B. decision C. judgement D. motivation13.
A. classified B. determined C. improved D. checked14.
A. subjective B. objective C. persuasive D. effective15.
A. program B. class C. plan D. project16.
A. constitute B. sustain C. include D. embody17.
A. revelation B. examination C. evaluation D. recognition18.
A. to B. up C. at D. out19.
A. can B. does C. take D. give20.
A. qualified B. trained C. highlighted D. observed