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Egyptian wine has an extensive history within the history of Egyptian civilization. Grapes were not (1) to the landscape of Egypt, rather the vines themselves are (2) to have been imported from the Phoenicians, (3) the actual origins remain in (4) . What is known, is that (5) the third millennium BC, Egyptian kings of the first (6) had extensive wine cellars, and wine was used extensively in the temple ceremonies. The main (7) of wine in Egypt. took place between the king, nobles, and the priests in temple ceremonies, and is (8) by numerous painted relief’ s, and other (9) evidence. The vineyards of ancient Egypt, were quite different from the modern methods of wine making today. (10) viticulture (or wine making) ,ceased to (11) an exclusively ceremonial purpose, the Egyptians began to experiment with simple structures for their vines to train on, (12) found a way to train their vines so they were easy low (13) bushes, and found ways for the soil to (14) more moisture for the vines. Egyptian wine making experiments included the use of different wine presses, adding heat to the must (the grape juice ready for fermentation) (15) make the wine sweet, and differences in vat types and materials. The (16) finished product of wine, was poured through a cloth filter, and then into earthenware jars, (17) they would be sealed with natural tar and left to (18) . The Egyptians kept accurate records of their vintages, and (19) of their wines, each jar of wine was clearly (20) with it’s own vintage, and quality. Read the following text. Choose the best word(s) for each numbered blank and mark A,B,C or D on ANSWER SHEET 1.10（）
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In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （18）处填入（）。
Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk or a headstrong toddler starting to talk. No matter how many times the little ones stumble in their initial efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, around the start of middle or junior high school, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inseparately tied to their children’s success, it can be a bewildering, painful experience. So it is no wonder some parents find themselves hoping that ambition can be taught like any other subject at school.It’s not quite that simple. "Kids can be given the opportunities, but they can’t be forced," says Jaequelynne Eccles, a psychology professor at the University of Michigan who led a study examining what motivated first-and-seventh-graders in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.Dubbed Brainology, the unorthodox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. The message is that everything is within the kids’ control, that their intelligence is malleable.Some experts say our education system, with its strong emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. Some educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. "The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions," says Michael Nakkula, a Harvard education professor who runs a Boston-area mentoring program called Project IF (Inventing the Future), which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to tell them the notion that classwork is irrelevant is not true, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that they have to learn to walk before they can run. Some experts suggest that many kids lose ambition in school because they are （）
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （3）处填入（）。
In the United States, the first day nursery was opened in 1854. Nurseries were established in various areas during the (1) half of the 19th century; most of (2) were charitable. Both in Europe and in the U. S. , the day-nursery movement received great (3) during the First World War, when (4) of manpower caused the industrial employment of unprecedented numbers of women. In some European countries nurseries were established (5) in munitions (军火)plants, under direct government sponsorship. (6) the number of nurseries in the U.S. also rose (7) , this rise was accomplished without government aid of any kind. During the years following the First World War, (8) , Federal, State, and local governments gradually began to exercise a measure of control (9) the day nurseries by (10) them and by inspecting and regulating the conditions within the nurseries.The (11) of the Second World War was quickly followed by an increase in the number of day nurseries in almost all countries, as women were (12) called upon to replace men in the factories. On this (13) the U. S. government immediately came to the support of the nursery schools, (14) $6,000,000 in July, 1942, for a nursery school program for the children of working mothers. Many States and local communities (15) this Federal aid. By the end of the war, in August, 1945, more than 100,000 children were being cared (16) in day-care centers receiving Federal (17) Soon afterward, the Federal government (18) cut down its expenditures for this purpose and later (19) them, causing a sharp drop in the number of nursery schools in operation. However, the expectation that most employed mothers would leave their (20) at the end of the war was only partly fulfilled. （6）处填入（）。
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