Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.

In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.

Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.

A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.

Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.

Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.

The first paragraph is written to explain 　　　　 of further education.

A.the development  B.the history

C.the definition     D.the prospects(前景)

The new civic universities in Britain 　　　　.

A.replaced the dominance of Oxford and Cambridge

B.provided further education for all the people who need it

C.met the increased demand of the public for higher education

D.immediately followed the establishment of polytechnic colleges

Post-school technical colleges 　　　　.

A.were completely free of charge

B.were usually financed by local taxes 

C.depended mainly on students’ tuition(学费)

D.received funds from the central government

Further education is 　　　　.

A.only for adult students

B.part-time rather than full-time

C.non-vocational rather than vocational

D.created for both young people and adults

The proper title for this passage should be “　　　　”.

A.British Further Education

B.Changes in British Education                  

C.Polytechnics and Universities in Britain

D.Less Opportunity for Higher Education

Further education is officially described as the“post-secondary stage of education， comprising all vocational(职业的) and non-vocational provision made for young people who have left school， or for adults”. Further education thus embraces the vast range of university， technical， commercial， and art education and the wide field of adult education. It is this sector of education， which is concerned with education beyond the normal school-leaving ages of 16 or 18， that has experienced the most astonishing growth in the number of students.

In the 19th century the dominance(统治地位) of Oxford and Cambridge was challenged by the rise of the civic(城市的) universities， such as London， Manchester， and Birmingham. Following the lead of the 18th century German universities and responding to a public demand for increased opportunity for higher education， Britain’s new civic universities quickly acquired recognition—not only in technological fields but also in the fine and liberal arts.

Many new post-school technical colleges were founded in the early 20th century. The Fisher Act of 1918 empowered the local authorities to levy(征收) a rate (tax) to finance such colleges. The universities， on the other hand， received funds from the central government through the University Grants Committee， established in 1911 and recognized in 1920， after World War I.

A new type of technical college was established in the 1960s—the polytechnic， which provides mainly technological courses of university level as well as courses of a general kind in the arts and sciences. Polytechnics are chartered to award degrees validated(使有效) by a Council for National Academic Awards.

Thus， the third level in the United Kingdom is made up of colleges of further education， technical colleges， polytechnics， and universities. The colleges offer full-time and part-time courses beyond compulsory-school level. Polytechnics and universities are mainly responsible for degrees and research. The innovative Open University， with its flexible admission policy and study arrangements， opened in 1971. It uses various media to provide highly accessible and flexible higher education for working adults and other part-time students. It serves as an organizational model and provides course-materials for similar institutions in other countries.

Changes in British education in the second half of the 20th century have， without changing the basic values in the system， extended education by population， level， and content. New areas for expansion include immigrant cultural groups and multicultural content， the accommodation of special needs， and the development of tools and content in the expanding fields of microelectronics.

1.The first paragraph is written to explain 　　　　 of further education.

A.the development  B.the history

C.the definition     D.the prospects(前景)

2.The new civic universities in Britain 　　　　.

A.replaced the dominance of Oxford and Cambridge

B.provided further education for all the people who need it

C.met the increased demand of the public for higher education

D.immediately followed the establishment of polytechnic colleges

3.Post-school technical colleges 　　　　.

A.were completely free of charge

B.were usually financed by local taxes   

C.depended mainly on students’ tuition(学费)

D.received funds from the central government

4. Further education is 　　　　.

A.only for adult students

B.part-time rather than full-time

C.non-vocational rather than vocational

D.created for both young people and adults

5.The proper title for this passage should be “　　　　”.

A.British Further Education

B.Changes in British Education                         

C.Polytechnics and Universities in Britain

D.Less Opportunity for Higher Education

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　　Last evening I was watching the evening news on television. The news was about a prize for scientific 1 ; I forgot what it was. The announcer, whose name was Ralph Story, said something that caught my 2 . “All great discoveries ,” he said , “are made by people between the ages of twenty-five and thirty.” 3 a little over thirty myself, I wanted to disagree with him. 4 wants to think that he is past the age of making any discovery. The next day I happened to be, in the public library and spent several hours looking up the 5 of famous people and their discoveries. Ralph was right.

　　First I looked at some of the 6 discoveries. One of the earliest discoveries , the famous experiment that proved that bodies of different 7 fall at the same speed, was made by Galieo when he was 26. Madam Curie started her research that 8 to Nobel Prize when she was 23. Einstein was 26 when he published his world-changing theory of relativity. Well, 9 of that. Yet I 10 if those “best years” were true in other 11 .

　　Then how about the field of 12 ? Surely it needed the wisdom of age to make a good leader. Perhaps it 13 , but look when these people 14 their career. Winston Churchill was elected to the House of Commons at the age of 26. Abraham Lincoln 15 the life of a country lawyer and was elected to the government at what age? Twenty-six.

　　But why 16 best years come after thirty? After thirty , I 17 , most people do not want to take risks or try 18 ways. Then I thought of people like Shakespeare and Picasso. The former was writing wonderful works at the ripe age of fifty, while the latter was 19 trying new ways of painting when he was ninety!

　　Perhaps there is still 20 for me.

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The media has a great effect on us in our daily life. Believe it or not. I will tell you a true story of my own.

Last evening I was watching the evening news on television. The news was about a prize for scientific   1  ; I forgot what it was. The announcer, whose name was Ralph Story, said something, that caught my   2  . “All great discoveries, ”he said, “are made by people between the ages of twenty-five and thirty. ”  3   a little over thirty myself, I wanted to disagree with him.   4   wants to think that he is past the age of making any discovery. The next day I happened to be in the public library and spent several hours looking up the   5  of famous people and their discoveries. Ralph was right.

First I looked at some of the   6   discoveries. One of the earliest discoveries, the famous experiment that proved that bodies of different  7   fall at the same speed, was made by Galileo when he was 26. Madam Curie started her research that   8   to a Nobel Prize when she was 28. Einstein was 26 when he published his world changing theory of relativity. Well,   9   of that. Yet. I   10  , if those“best years”were true in other   11  . How about the field of   12  ? Surely it needed the wisdom of age make a good leader. Perhaps it   13 , but look when these people   14   their career. Winston Churchill was elected to the House of Commons at the age of 26. Abraham Lincoln  15   the life of a country lawyer and was elected to the government at what age? Twenty-six.

But why  16   the best years come after thirty? After thirty, I  17  , most people do not want to take risks or try   18   ways. Then I thought of people like Shakespeare and Picasso. The former was writing wonderful works at the ripe age of fifty, while the latter was   19   trying new ways of painting when he was ninety!

Perhaps there is still   20   for me.

1. A. invention　　　　　　　　　　  B. discovery　　　　　　　　 C. experiment　　　　　　　　　　  D. progress

2. A. mind　　　　　　　　　　　　   B. idea　　　　　　　　　　　　  C. attention　　　　　　　　　　　　  D. thought

3. A. As　　　　　　　　　　　　　　   B. Being　　　　　　　　　　   C. However　　　　　　　　　　　　 D. Beyond

4. A. Everybody　　　　　　　　   B. Somebody　　　　　　    C. Nobody　　　　　　　　　　　　   D. Whoever

5. A. names　　　　　　　　　　　　 B. ages　　　　　　　　　　　　 C. addresses　　　　　　　　　　    D. education

6. A. pleasant　　　　　　　　　　   B. scientific　　　　　　　　  C. last　　　　　　　　　　　　　　　　 D. oldest

7. A. heights　　　　　　　　　　    B. sizes　　　　　　　　　　    C. weights　　　　　　　　　　　　   D. things

8. A. led　　　　　　　　　　　　　　  B. meant　　　　　　　　　　   C. stuck　　　　　　　　　　　　　　  D. referred

9. A. plenty　　 　　　　　　　　　　 B. none　　　　　　　　　　    C. much　　　　　　　　　　　　　　  D. enough

10. A. believed　　　　　　　　　　 B. trusted　　　　　　　　　　　　    C. wondered　　　　　　　　　　    D. asked

11. A. fields　　　　　　　　　　　　 B. countries　　　　　　　　  C. courses　　　　　　　　　　　　   D. ages

12. A. agriculture　　　　　　　　  B. society　　　　　　　　　　　　    C. industry　　　　　　　　　　　　  D. politics

13. A. is　　　　　　　　　　　　　　  B. will　　　　　　　　　　　　  C. has　　　　　　　　　　　　　　　　 D. does

14. A. finished　　　　　　　　　　  B. went　　　　　　　　　　    C. started　　　　　　　　　　　　　　　　   D. failed

15. A. devoted　　　　　　　　　　  B. gave up　　　　　　　　    C. began　　　　　　　　　　　　　　  D. led

16. A. don’t　　　　　　　　　　　　 B. the　　　　　　　　　　　　   C. can　　　　　　　　　　　　　　　　 D. not

17. A. believe　　　　　　　　　　   B. know　　　　　　　　　　   C. guess　　　　　　　　　　　　　　  D. agree

18. A. other　　　　　　　　　　　　 B. new　　　　　　　　　　　　 C. best　　　　　　　　　　　　　　    D. their

19. A. always　　　　　　　　　　   B. still　　　　　　　　　　　　  C. seldom　　　　　　　　　　　　    D. enjoying

20. A. discovery　　　　　　　　   B. problem　　　　　　　　    C. wish　　　　　　　　　　　　　　   D. hope