跪求《英语国家社会与文化入门》问题答案（河北思博答案在哪找？）

第一道题因为手头没课本，可能不是很靠铺。

祝考试顺利。

1. Please define “absolute decline and relative decline” in the UK economy. How does the author explain the reasons for the absolute decline and relative decline?

Absolute decline means its GDP, employment rate or other economic factors are lower than those in the same period in the past, while relative decline refers to the comparison between develop countries. UK economy is still among the top of these countries.

As for the reason, the UK economic history and current economic measures play important roles in that.

2. What function does parliament have? What role does the Queen (King) and the

Prime Minister play in British government?

The Parliament of the United Kingdom of Great Britain and Northern Ireland is the supreme legislative body in the United Kingdom and British overseas territories. Parliament alone has parliamentary sovereignty and thereby ultimate power over all other political bodies in the United Kingdom and its territories.

In a monarchy a king or queen is Head of State. This means that, while The Queen is Head of State, the ability to make and pass legislation resides with an elected Parliament. Although the British Sovereign no longer has a political or executive role, he or she continues to play an important part in the life of the nation.

As Head of State, the Queen undertakes constitutional and representational duties which have developed over one thousand years of history. In addition to these State duties, The Queen has a less formal role as 'Head of Nation'. She acts as a focus for national identity, unity and pride; gives a sense of stability and continuity; officially recognizes success and excellence; and supports the ideal of public and voluntary service.

Prime Minister is the nucleus of Cabinet.

1. Patronage of Important Personnel

2. Top Executive Power

3. Control of Cabinet and Its Activities

4. Leadership of Government.

5. Control of Government’s Financial Situation

6. Deciding the Date for a General Election

7. Actual Domination over Parliament

3. What was the British Empire? What do you know about it? In what way is the “Empire” still felt in Britain and in the international field?

The British Empire comprised the dominions, colonies, protectorates, mandates, and other territories ruled or administered by the United Kingdom, that had originated with the overseas colonies and trading posts established by England in the late 16th and early 17th centuries.

In the international field, Britain has great voice in politics, economy and culture and so on.

河北思博答案在

小猿搜题

上可以找到。

思博(SoftBrands)是全球制造业和酒店业企业管理软件的领导者，拥有覆盖全球的企业软件研发、销售和支持服务。

遍布全球100多个国家的5000名客户每天正在使用思博的制造业和酒店业产品。 思博有775名员工，总部在美国

明尼苏达州

明尼阿波利斯市，在欧洲、印度、亚洲、澳大利亚和非洲设有分支机构。

常州市思博培训中心是具备办学许可证的正规办学机构, 以外语培训为特色，坚持以学生为本的办学理念，专业的教师队伍,一流的教学质量,严谨的教学管理，专业的

课程设计

以及周到细致的服务，使思博成为常州市外语培训的佼佼者，并被常州市教育局连续评为“社会办学先进单位”。

中心师资由各高校、重点中学和由南京、上海等沪宁线各大高校以及原

新东方

教师或熟悉英美教学方式的海归学者等组成，其中高端课程如

大学英语四、六级考试

、雅思、英语中高级口译证书培训等课程均由资深教授和命题研究专家执教。炎炎英文培训网

中心不断以领先的培训理念和课程设置为学员提供优秀的学习平台。外籍教师英语口语、

大学英语四六级

、英语中高级口译证书、全日制日语、全日制英语、国际汉语

教师资格证书

和对外汉语教学等课程均为思博在常州的首创。

中心已形成了由

十一大

系列组成的培训项目，并能根据学员及客户的个性化要求度身定制专业的培训方案，最大程度满足不同学员的需求。我们在培训领域孜孜以求，只求不断超越自我!

中心总部地理位置极其方便，教学软硬件设施一流，空调教室、多媒体语音设备、书目繁多的免费外语阅览室、周末外语沙龙和丰富的课外活动、免费阅览室对外开放。在思博，你可以时时刻刻感受到浓郁的学习氛围! 从思博走出去的大批学员成为了常州的外语人才!

临渊羡鱼，不如退而结网，出类拔萃来自思博!

The dinner and speeches three hours.

A. grasped B. gave C. occupied D. fulfilled

Part Ⅱ Reading Comprehension

(A)

During the early years of this century, wheat was seen as the very lifeblood of Western Canada. When the crops were good, the economy was good; when the crops failed, there was depression(萧条). People on city streets watched the yields and the price of wheat with almost as much feeling as if they were growers. The marketing of wheat became an increasingly favorite topic of conversation.

(1) War set the stage for the most dramatic events in marketing the western crop. For years, farmers mistrusted speculative(投机的)grain selling as carried on through the Winnipeg Grain Exchange. Wheat prices were generally low in the autumn, but farmers could not wait for markets to improve.

(2) It happened too often that they sold their wheat soon after harvest when farm debts were coming due only to see prices rising and speculators getting rich. On various occasions, producer groups asked for firmer controls, but governments had no wish to become involved, at least not until wartime wheat prices threatened to run wild.

Anxious to check inflation and rising living costs, the federal government appointed a board of grain supervisors to handle deliveries(审议) from the crops of 1917 and 1918. Grain Exchange trading was suspended(暂停)，and farmers sold at prices fixed by the board. To handle the crop of 1919, the government appointed the first Canadian Wheat Board, with full authority to buy, sell, and set prices.

41. The author uses the term “lifeblood”(in the first sentence of the passage) to indicate that wheat was

A. difficult to produce on large quantities

B. susceptible to many parasites

C. expensive to gather and transport

D. essential to the health of the country

42. According to the passage, most farmers’ debts had to be paid

A. because wheat prices were high

B. when the autumn harvest had just been completed

C. as soon as the Winnipeg Grain Exchange demanded payment

D. when crop failure caused depression

43. According to the passage, wheat prices became unmanageable because of conditions caused by

A. farmers B. supervisors C. war D. weather

44. In the first sentence of Par. 3, the word “check” could best be replaced by which of the following?

A. investigate B. control C. finance D. reinforce

45. According to the passage, a preliminary step in the creation of the Canadian Wheat Board was the appointment of

A. a board of supervisors B . the Winnipeg Grain Exchange

C. several producer groups D. a new government

(B)

Young people should have the right to control and direct their own learning, that is , to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn it. To be still more specific, I want them to have the right to decide if, when, how much, and by whom they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time.

No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. (3) We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us.

We might call this the right of curiosity, the right to ask whatever questions is most important to us. As adults, we assume that we have the right to decide what does or does not interest us, what we will look into and what we will leave alone. We take this right for granted, cannot imagine that it might be taken away from us. Indeed, as far as I know, it has never been written into any body of law. Even the writers of our Constitution did not mention it. They thought it was enough to guarantee(保证) citizens the freedom of speech and the freedom to spread their ideas as widely as they wished and could. It did not occur to them that even the most tyrannical government would try to control people’s minds, what they thought and knew.