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.
【小题1】The first paragraph is written to explain 　　　　 of further 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.

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

Herta Müller, the Romanian-born German writer, has won the 2009 Nobel Prize for Literature. Ms. Müller, 56, immigrated to Germany from Romania in 1987. She is the first German writer to win the Nobel in literature since Günter Grass in 1999 and the 13th winner writing in German since the prize was first given in 1901. She is the 12th woman to gain the literature prize. But unlike previous winners like Doris Lessing and V. S. Naipaul, Ms. Müller is unknown inside of literary circles in Germany.

“I am very surprised and still cannot believe it,” Ms. Muller said in a statement released by her publisher in Germany. “I can’t say anything more at the moment.”

She has written some 20 books, but just 5 have been translated into English, including the novels “The Land of Green Plums” and “The Appointment.”

At a news conference on Thursday at the German Publishers & Booksellers Association in Berlin, where she lives, Ms. Müller, wearing all black, appeared overwhelmed(不知所措) by all the cameras in her face.

When asked what it meant that her name would now be mentioned in the same breath as German greats like Thomas Mann and Heinrich B??ll, Ms. Müller remained philosophical(达观的). “I am now nothing better and I’m nothing worse,” she said, adding: “My inner thing is writing. That’s what I can hold on to.”

Earlier in the day, at a news conference in Stockholm, Peter Englund, secretary of the Swedish Academy, said Ms. Müller was honored for her “very, very distinct special language” and because “she has really a story to tell about…and growing up as a stranger in your own family.

.we can learn from the passage that Ms. Muller is_______.

  A. the 1st writer to win the Nobel Prize for Literature since 1999

  B. the 12th winner for the Nobel Prize in Literature since 1901

  C. the 13th woman writer to win the Nobel Prize for Literature

  D. a German citizen since she moved to German in 1987

 Ms. Müller was surprised at the news about her winning the award because ____.

A. she was born a Romanian person      

B. she had failed many times in winning it

C. she had never wanted to win the prize   

D. she  was only an unknown writer

 The underlined expression “in the same breath” is the nearest in meaning to ____.

A. instead of    B. at the same moment   

C. in a breath    D. under the same roof

 We can infer according to the passage that ____.

A. her  honored works are based on her own experience

B. most of Ms. Müller’s novels are unsuccessful works 

C. Ms. Müller is feeling much better after she becomes the award winner

D. Ms. Müller was honored because she’s described the Germans’ life vividly

The Barbie doll first appeared at the toy fair in New York in 1959. Its creator was Ruth Handler, an American businesswoman. She and her husband Elliott along with Harold Matt Matson started the toy company Mattel. She based the design of the new doll on a German doll named Bild Lilli and named her after their daughter Barbara.
The first Barbie wore a black and white swimsuit and had her hair in a ponytail(马尾辫). She looked very grown-up. But any concerns that parents would not want to buy it for little girls were soon proved wrong.
Mattel sold 300,000 Barbie dolls in the first year at a price of three dollars. Today, a fifty-year-old Barbie in good condition might cost more than 27,000 dollars.
Barbie dolls have represented 50 different nationalities and are sold in 150 countries. Mattel says 90% of girls in the United States between the ages of three and ten own at least one Barbie doll. It says girls between the ages of three and six own an average of about 12.
Barbie also faced her share of critics. A well-known example was when women’s education groups objected to a talking Barbie doll that declared, among other things, “Math class is tough!” Mattel agreed to change it. Saudi Arabia has banned Barbie dolls. And a lawmaker in the American state of West Virginia would like to do the same. Last month, he proposed banning sales of Barbie and other dolls that influence girls to put too much importance on physical beauty.
Some people say Barbie is an unhealthy role model for young girls. Robin Gerber disagrees. She wrote a book about Barbie. She points out dolls like scientist Barbie and race car driver Barbie. She says people who criticize Barbie should tell girls the story of the businesswoman who created her. She says Ruth Handler wanted the dolls to help girls think about what they wanted to do with their lives.
【小题1】The first Barbie doll might not be popular among little girls because _______.