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贝蒂很活泼、健谈，而她姐姐却沉默而含蓄。
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"Would you have a cup of tea", asked Linda. Linda ______ to have a cup of tea.
Steven works in a farm tool factory. He and five of his friends are very interested (Example: (0) ) singing. So they have (41) a singing group which is called Happy Birds. They sing (42) songs both in Chinese and in foreign languages. They sing very (43) . The ot her workers and people (44) the villages around really like to h ear them (45) . Now New Year’s Day (46) here soon. The Happy Birds have been asked to (47) at different places. They’d (48) to go to all of them. (49) one friend has too much work and (50) may have to give up his holidays. The Happy Birds can’t sing without him.
The success of Augustus owed much to the character of Roman theorizing about the state. The Romans did not produce ambitious blueprints (1) the construction of ideal states, such as (2) to the Greeks. With very few exceptions, Roman theorists ignored, or rejected (3) valueless, intellectual exercises like Plato’s Republic, in (4) the relationship of the individual to the state was (5) out painstakingly without reference to (6) states or individuals. The closest the Roman came to the Greek model was Cicero’s De Re Publiea, and even here Cicero had Rome clearly in (7) . Roman thought about the state was concrete, even when it (8) religious and moral concepts. The first ruler of Rome, Romulus, was (9) to have received authority from the gods, specifically from Jupiter, the "guarantor" of Rome. All constitutional (10) was a method of conferring and administering the (11) . Very clearly it was believed that only the assembly of the (12) , the family heads who formed the original senate, (13) the religious character necessary to exercise authority, because its original function was to (14) the gods. Being practical as well as exclusive, the senators moved (15) to divide the authority, holding that their consuls, or chief officials, would possess it on (16) months, and later extending its possession to lower officials. (17) the important achievement was to create the idea of continuing (18) authority embodied only temporarily in certain upper-class individuals and conferred only (19) the mass of the people concurred. The system grew with enormous (20) , as new offices and assemblies were created and almost none discarded. Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.1（）
The extension of democratic rights in tile first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world. Education became training; and the student was no longer the gentleman-in-waiting, but the journeyman apprentice for upward mobility. In the nineteenth century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non Anglo-Saxon, working-class, and lower-middle-class backgrounds. The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its objects was the acquisition of practical skills and useful information. For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and self-control came to distinguish the new apprentice And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising. Which of the following is true of the first paragraph
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