Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 35 to 42.
As the twentieth century began, the importance of formal education in the United States increased. The frontier had mostly disappeared and by 1910 most Americans lived in towns and cities. Industrialization and the bureaucratization of economic life combined with a new emphasis upon credentials and expertise to make schooling increasingly important for economic and social mobility. Increasingly, too, schools were viewed as the most important means of integrating immigrants into American society.
The arrival of a great wave of southern and eastern European immigrants at the turn of the century coincided with and contributed to an enormous expansion of formal schooling. By 1920 schooling to age fourteen or beyond was compulsory in most states, and the school year was greatly lengthened. Kindergartens, vacation schools, extracurricular activities, and vocational education and counseling extended the influence of public schools over the lives of students, many of whom in the larger industrial cities were the children of immigrants. Classes for adult immigrants were sponsored by public schools, corporations, unions, churches, settlement houses, and other agencies.
Reformers early in the twentieth century suggested that education programs should suit the needs of specific populations. Immigrant women were once such population. Schools tried to educate young women so they could occupy productive places in the urban industrial economy, and one place many educators considered appropriate for women was the home.
Although looking after the house and family was familiar to immigrant women, American education gave homemaking a new definition. In preindustrial economies, homemaking had meant the production as well as the consumption of goods, and it commonly included income-producing activities both inside and outside the home, in the highly industrialized early-twentieth-century United States, however, overproduction rather than scarcity was becoming a problem. Thus, the ideal American homemaker was viewed as a consumer rather than a producer. Schools trained women to be consumer homemakers cooking, shopping, decorating, and caring for children "efficiently" in their own homes, or if economic necessity demanded, as employees in the homes of others. Subsequent reforms have made these notions seem quite out-of-date.
All of the following statements are true EXCEPT _____ .
A. immigrants played a part in changing American education system in the 20th century
B. many foreign people found it easier to settle down in American thanks to schools
C. prior to the 20th century, public education had never had any influence on students’ lives
D. among the changes in American education system last century, one centred on women.
51. Women are increasingly involved ________ the public life.
A. of B. in C. with D. from
52. Although the team was both mentally and physically exhausted, they ________ on walking.
A. stopped B. kept C. took D. put
53. If you don't pay your rent, your landlord is going to kick you out!
A. lend you some money B. play football with you
C. give you a kick D. force you to leave
54. Everything is _______ you. I cannot make _______ my mind yet.
A. out off / on B. up to / up C. away from / for D. on for / off
55. There is no food left. Someone must have eaten it _______.
A. out B. up C. off D. along
56. The explorers made a fire to _______ off wild animals.
A. get B. keep C. take D. go
57. If something urgent has _______ up, phone me immediately and I will help you.
A. picked B. come C. kept D. brought
58. The organization was established in 950 in the USA.
A. come around B. set up C. made out D. put on