The proposals they put at the meeting were much significance to our plan’s being carried out smoothly. A. out; of B. up; for C.forward; of D. down; for 题目和参考答案——青夏教育精英家教网—

题目内容

The proposals they put ______ at the meeting were ______much significance to our plan’s being carried out smoothly.

A. out; of B. up; for C.forward; of D. down; for

解析:

他们在会上提出的建议对我们顺利实施这个计划有着重大的意义。put forward意思为“提出”; be of significance意思为 “有意义的；重要的”, be of +抽象名词, 相当于这个名词的形容词, 即此处相当于significant。

练习册系列答案

相关题目

Will all those__________the proposal raise their hands?

A. in relation to B. in need of

C. in honour of D. in favour of

They advocate the proposal we were opposed ______ rediscussed at the next meeting.

A Low-Carbon Economy (LCE) or Low-Fossil-Fuel Economy (LFFE) is an economy which has a smallest output of greenhouse gas (GHG) release into the atmosphere, but specifically refers to the greenhouse gas CO2. Recently, most of scientific and public opinion has come to the conclusion that there is such an accumulation of GHG (especially CO2) in the atmosphere due to human-related activities that the climate is changing. The over-concentration of these gases is producing global warming that affects long-term climate, with negative impacts on humanity in the foreseeable future. Globally performed LCEs therefore, are proposed as a means to avoid catastrophic climate change, and as a forerunner to the more advanced, zero-carbon society and renewable-energy economy.
Some nations are low-carbon societies which are not heavily industrialized or populated. In order to avoid climate change at any point in the future, all nations considered carbon-thick societies and societies which are heavily populated, should become zero-carbon societies and economies. Several of these countries have promised to become ‘low carbon’ but not entirely zero carbon, and claim that release will be cut by 100% by offsetting release rather than stopping all release. In other words, some release will continue which will be offset, so they are not low-release.
Nations seek to become low-carbon economies as part of a national global warming reduction strategy. A comprehensive strategy to manage global warming is carbon neutrality, geoengineering and adaptation to global warming.
Nuclear power, or, the proposed strategies of carbon collection and storage (CCS) have been proposed as the primary means to achieve a LCE while continuing to exploit non-renewable resources; there is concern, however, with the matter of spent-nuclear-fuel storage, security and the uncertainty of costs and time needed to successfully carry out CCS worldwide and with guarantees that the stored release will not leak into the atmosphere. Alternatively, many have proposed renewable energy should be the main basis of a LCE, but, they have their associated problems of high-cost and inefficiency; this is changing, however, since investment and production have been growing significantly in recent times. Furthermore, regardless of the effect to the atmosphere by GHG releases, the growing issue of peak oil may also be reason enough for a change to a LCE.
63. Low-carbon economy is encouraged for the following reasons except that ______.
A. too much greenhouse gas CO2 is released
B. the over-concentration of greenhouse gases is producing global warming
C. it can avoid catastrophic climate change
D. low carbon and zero carbon nations and societies claim for it
64. The underlined word in the first paragraph probably means ______.
A. warning B. pioneer C. symbol D. guide
65. According to the passage, which of the following is NOT true?
A. Nuclear power could act as one of the primary means to achieve a LCE.
B. There’s worry about spent-nuclear-fuel storage, security and the uncertainty of costs.
C. The stored release will be likely to leak into the atmosphere.
D. Renewable energy tends to become the only means to achieve a LCE.
66. From the last paragraph, we can infer that the writer’s attitude toward the proposal of adapting renewable energy is ______.
A. negative B. positive C. self-confident D. doubtful

B
Laws that would have ensured pupils from five to 16 received a full financial education got lost in the ‘wash up’. An application is calling on the next government to bring it back.
At school the children are taught to add up and subtract（减法） but, extraordinarily, are not routinely shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.
Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from five to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month — the rush to legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.
As the Personal Finance Education Group (Pfeg) points out, the good habits of young children do not last long. Over 75% of seven- to 11-year-olds are savers but by the time they get to 17, over half of them are in debt to family and friends. By this age, 26% see a credit card or overdraft（透支） as a way of extending their spending power. Pfeg predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents' generation unless they receive good quality financial education while at school.”
The UK has been in the worst financial recession（衰退）for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents.
61. The passage is mainly about _____________.
A. how to manage school lessons
B. how to deal with the financial crisis
C. teaching young people about money
D. teaching students how to study effectively
62. It can be inferred from the first two paragraphs that __________.
A. the author complains about the school education
B. pupils should not be taught to add up and subtract
C. students have been taught to manage their finances
D. laws on financial education have been effectively carried out
63. The website and the consumer campaigner joined to _________.
A. instruct the pupils to donate their pocket money
B. promote the connection of schools and families
C. ask the government to dismiss the parliament
D. appeal for the curriculum of financial education
64. According to Pfeg, ___________.
A. it is easy to keep good habits long
B. teenagers spend their money as planned
C. parents are willing to pay the debt for their kids
D. it will be in trouble if the teenagers are left alone
65. A poll is mentioned to ___________.
A. stress the necessity of the curriculum reform
B. show the seriousness of the financial recession
C. make the readers aware of burden of the parents
D. illustrate some people are strongly against the proposal

All schoolchildren should have "happiness" lessons up to the age of 18 to combat(fight) growing levels of depression, according to a senior Government adviser.

Pupils should study subjects such as how to manage feelings, attitudes to work and money, channeling (引导) negative emotions and even how to take a critical view of the media, said Lord Layard, a professor of economics at the London School of Economics.

The proposal comes only days after the Government said that lessons in manners—including respect for the elderly and how to say "please" and "thank you" should be taught in secondary schools to combat bad behavior.

Lord Layard said, "Learning hard things takes an enormous amount of practice. To play the violin well takes10,000 hours of practice. How can we expect people to learn to be happy without massive amounts of practice and repetition?"

It is believed that at least two percent of British children under 12 now struggle with significant depression. Among teenagers, the figure rises to five percent. AUNICEF study involving 21 developed countries showed that British children were the least satisfied with their lives, while the World Health Organization predicts that childhood psychiatric (精神)disorders will rise by 50 percent by 2020.

In a speech at Cambridge University, Lord Layard said the Government's lessons in manners did not go far enough. "We need a commitment to producing a major specialism in this area, with a serious teacher training program," he said.

However, happiness lessons have been criticized by academics. Frank Furedi, a sociology professor at Kent University and author of Therapy Culture, said, "In pushing emotional literacy, what some teachers are really doing is abandoning teaching. They are giving up and talking about emotions instead, so that children value all this non-discipline-led activity more than math, English or science. What is amazing about this is that time and time again, research says that it does not work. "

1. Frank Furedi believes that ______.

A. happiness lessons should be taught to children

B. happiness lessons are just a waste of time

C. formal teaching can go side by side with happiness lessons

D. formal teaching should not give way to happiness lessons

2. We can conclude from the passage that _______.

A. the British Government hasn't fully realized the problems with British students

B. Lord Layard thinks little of the Government's lessons in manners

C. British students are not well-behaved enough

D. lessons in manners have brought about positive changes in British students

3. Which of the following methods does Lord Layard use to show learning to be happy takes practice?

A. Comparison. B. Description. C. Argument. D. Analysis.

4. What does Lord Layard think of the Government's lessons in manners?

A. They are quite enough to solve the present problem.

B. They can hardly meet the special demands of education.

C. They are only focused on a major specialism.

D. They will probably end up in failure.

5.What do we know about British children from the passage?

A. They are the least happy among 21 developed countries.

B. They suffer depression at an earlier age.

C. They are the easiest to suffer childhood psychiatric disorders.

D. Their standard of living is the lowest among 21 developed countries.

试题分类