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Passage Two Recently the Department of Planning of New York issued a report which laid bare a full scale of the city. In 1970, 18 percent of the city’s population was foreign-born. By 1995, the figure had risen to 33 percent, and another 20 percent were the U.S.-born offspring of immigrants. So immigrants and their children now form a majority of the city’s population. Who are these New Yorkers Why do they come here Where are they from(OK, time to drop the "they". I’m one of them.) The last question at least is easy to answer: we come from everywhere. In the list of the top 20 source nations of those sending immigrants to New York between 1990 and 1994 are six countries in Asia, five in the Caribbean, four in Latin America, three in Europe, plus Israel and former Soviet Union. And when we immigrants get here we roll up our sleeves. "If you’re not ready to work when you get to New York," says a friend of mine, "you’d better hit the road." The mayor of New York once said, "Immigration continues to shape the unique character and drive the economic engine of New York City." He believes that immigrants are at the heart of what makes New York great. In Europe, by contrast, it is much more common to hear politicians worry about the loss of "unity" that immigration brings to their societies. In the quarter century since 1970, the United States admitted about 125 million legal immigrants, and has absorbed them into its social structures with ease beyond the imagination of other nations. Since these immigrants are purposeful and hard-working, they will help America to make a flesh start in the next century. What is the author’s attitude towards immigration to New York
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Passage Three In the primary school, a child is in a comparatively simple setting and most of the time forms a relationship with one familiar teacher. On entering secondary school, a new world opens up and frequently it is a much more difficult world. The pupil soon learns to be less free in the way he speaks to teachers and even to his fellow pupils. He begins to lose gradually the free and easy ways of the primary school, for he senses the need for a more cautious approach in the secondary school where there are older pupils. Secondary staff and pupils suffer from the pressures of academic work and seem to have less time to stop and talk. Teachers with specialist roles may see hundreds of children in a week, and a pupil may be able to form relationships with very few of the staff. ①He has to decide which adults are approachable; good schools will make clear to every young person from the first year what guidance and personal help is available but whether the reality of life in the institution actually encourages requests for help is another matter. Adults often forget what a confusing picture school can offer to a child. He sees a great deal of movement, a great number of people-often rather frightening-looking people-and realizes that an increasing number of choices and decisions have to be made. As he progresses through the school the confusion may become less but the choices and decisions required will increase. ②The school will rightly expect the pupil to take the first steps to obtain the help he needs, for this is the pattern of adult life for which he has to be prepared, but all the time the opportunities for personal and group advice must be presented in a way which makes them easy to understand and within easy reach of pupils. Which of the following statements is TRUE
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