题目内容
（请给出正确答案）
Each boy and each girl ______ ordered to leave the classroom.
A．was
B．were
C．has
D．have
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更多“Each boy and each girl ______ …”相关的问题
High in the Swiss Alps many years ago, there lived a lonely shepherd(牧羊人)boy who longed for a friend to share his evenings.One night he saw three old men, each holding a glass.
The first old man said：“Drink this liquid and you shall be victorious in battle.”
The second old man said：“Drink this liquid and you shall have countless riches.”
The last old man said：“I offer you the happiness of floated across the valley. He had found a friend.
So goes the legend(传说) of the horn. First known in the ninth century, the horn was used by herdsmen to call cattle, for its deep tones echoed across the mountainsides. Even today, on a quiet summer evening, its music can be heard floating among the peaks.
6.The passage tells us his lonely job about the shepherd boy.
A.T
B.F
7.The boy choose to drink the glass offered by the last old man because the boy was thirsty.
A.T
B.F
8.After the shepherd boy found the horn, he discovered it was like a new-found friend.
A.T
B.F
9.Today the horn is heard in the Swiss Alps when it rains.
A.T
B.F
10.The Legend of the Horn would be the best title for the passage.
A.T
B.F
The principle states that a behavior. is influenced or affected by how the environment ---- people, places and things ---- immediately responds to the behavior.Perhaps without realizing it, you have used this principle many times.
On the occasion when you told your child what a good boy he was after he cleaned up his room, you used the principle.When you sent your child to his room for fighting with his brother, you used the principle.When I gave Kim a cookie after she started to cry, I used the principle.In each of these examples, a particular behavior. occurred first ---- cleaning up a room, fighting, and crying.
In addition, there was a reaction to each behavior. ---- the child was praised, sent to his room, or given a cookie.By these actions, we have influenced the previous behaviors and have helped to determine whether those behaviors will occur again in the future.
1、The lecture is mainly about Children's behavior. and our response.()
2、The lecture is based on the principle in behavioral psychology.()
3、The audience at this lecture might be social workers.()
4、According to the lecture, the child was sent to his room as a kind of reward.()
5、People, places and things are elements of "environment" meant by the lecturer.()
Professional matchmakers can make thousands of American dollars by introducing suitable marriage partners to each other, but partners also play a role in the process during which young Koreans meet.
In Confucius Korea, when marriage is regarded as more of a business contract than a sacred thing, the scene of the first meeting is repeated hundreds of times a day in coffee shops in the main hotels around Seoul.
The business of continuing the family lineage (血统) and keeping the bloodlines pure is often too important to be left to romance and chance encounters.
Often, the girl will work out a system of secret signals with her mother, from which her parents ca. . tell if she is interested.
For example, if the girl orders a coffee it might mean that she wants her parents to leave her alone with the boy, while a milk shows that she wants them to stay.
Sometimes the matchmaking is not always so formal, with the introduction being made by friends.
But whether through friends or families, there is hardly a Korean man or woman in the country who has not gone through this process—sometimes six or seven times.
The word "matchmaking" in this passage means______.
A．a very formal ritual(仪式)attended by boys and girls
B．introducing boys and girls to know each other for the purpose of marriage
C．producing matches to make a fire or light a cigarette
D．arranging games between men and women
Passage One
Walking through the dry leaves on his way home, Pat thought of what a bad day in school it had been. But every day was a bad day for him; he and the school did not like each other. But now that he was in the forest, Pat began to feel more like his usual self. He stopped to look at the quick moving stream of water called the Totopotomy. This little river was named for a man Pat liked, Totopotomy chief of the friendly Paumunkey Indians. He had heard stories about boys caught by the Paumunkeys who, when they were free, did not want to go home. Pat could understand how they felt. They did not have to go to school; they lived in the fresh air, and went fishing and hunting. How wonderful that must be!
The gentle sounds of a bird singing could be heard through the trees. Pat looked up, and tried to make the same sound. Uncle Langloo had told him to try and learn the language of the birds, and he was trying. Pat wanted to be like his uncle in every way. Langloo Win- ston was a hunter who spent most of his time living with the Indians. He fished with them, talked with them, even dressed like them, and the Indians loved him.
When Pat reached home, a young slave named Caesar ran out to meet him. Pat gave him a friendly push, and both boys rolled in the red earth. Caesar's job was to serve Pat, but he was more friend than servant. Even as a boy, Pat Henry did not believe in such differences between men.
36. The Paumunkeys did all the following except ______.
A. not having to go to school
B. living in the fresh air
C. going fishing and hunting
D. not wanting to go home
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
The extension of democratic rights in the 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？
A．Democratic ideas started with education.
B．Federalists were opposed to education.
C．New education helped confirm people's social status.
D．Old education had been in tune with hierarchical society.
The boy began lessons with an old Japanese judo master. The boy did well, so he couldn’t understand why, after 3 months of trains, the master had taught him only one move.“Master,” the boy finally said, “Shouldn’t I be learning more moves？” “This is the only move you know, but this is the only move you’ll need to know,” the master replied. Not quite understanding, but believing in his teacher, the boy kept training. Several months later, the master took the boy to his first tournament. Surprising himself, the boy easily won his first two matches. The third match proved to be more difficult, but after some time, his opponent became impatient and charged; the boy skillfully used his one move to win the match. Still amazed by his success, the boy was now in the finals. This time, his opponent was bigger, strong, and more experienced. For a while, the boy appeared to be outmatched. Concerned about the boy, the referee called a time-out. He was about to stop the match when the master came forward.
“No,” the master insisted, “Let him continue.”
Soon after the match resumed, his opponent made a fatal mistake. He dropped his guard. Instantly, the boy used his move to pin him. The boy won the match. He was the champion.
On the way home, the boy and his master reviewed every move in each and every match. Then the boy summoned the courage to ask what was really on his mind.
“Master, how did I win the tournament with only one move？”
“You won for two reasons,” the master answered. “First, you’ve almost mastered one of the most difficult throws in judo. And second, the only known defense for that move is for your opponent to grab your left arm.
16. Judging from the context, what happens when a referee calls a “time-out”(Line2, Para 7)？
A. The time for the game has run out
B. The game stops for a short time
C. Either side can claim victory
D. The game ends in a tie
17. Why did the master insist on continuing the match？
A. Because the time-out would give the opponent an advantage
B. Because the boy was confident of winning
C. Because he had confidence in the boy’s skill
D. Because all he cared about is winning the final
18. What caused the defeat of the boy’s opponent in the final？
A. Over-confidence
B. Impatience
C. Inexperience
D. The time-out
19. Why did the master only teach the boy one move？
A. The boy could not do other moves with only one arm
B. It was the only move the master knew well
C. It was the move his opponents were not good at
D. His opponent would be helpless when he made this move
20. What does the story show？
A. One can turn his weakness into an advantage
B. It is very important to have a good teacher
C. Even a disabled person can win in a judo match
D. To master judo one only needs to learn one difficult move
Over the weekend, we spent hours and hours, staying up late into the night, talking about the people she was hanging around with. She started telling me stories about her new boy friend, about how he experimented with drugs and was into other self-destructive behavior. I was blown away! She told me how she had been lying to her parents about where she was going and even stealing out to see this guy because they didn't want her around him. No matter how hard I tried to tell her that she deserved better, she didn't believe me. Her self-respect seemed to have disappeared.
I tried to convince her that she was ruining her future and heading for big trouble. I felt like I was getting nowhere. I just couldn't believe that she really thought it was acceptable to hang with a bunch of losers, especially her boy friend.
By the time she left, I was really worried about her and exhausted by the experience. It had been so frustrating that I had come close to telling her several times during the weekend that maybe we had just grown too far apart to continue our friendship, but I didn't.I put the power of friendship to the ultimate test. We'd been friends for far too long. I had to hope that she valued me enough to know that I was trying to save her from hurting herself. I wanted to believe that our friendship could conquer anything.
A few days later, she called to say that she had thought long and hard about our conversation, and then she told me that she had broken up with her boy friend. I just listened on the other end of the phone with tears of joy running down my face. It was one of the truly rewarding moments in my life. Never had I been so proud of a friend.
What word best sums up Jennie's boy friend？
A．A drug user.
B．A loser.
C．A trouble maker.
D．A criminal.
In 1906 the psychologist, Alfred Binet(1857—1911), devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a atandard of intelligence, and he hit upon the very simple concept of "mental age".
First of all, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: "We are going to have a good time in the country." Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below ave rage, and that he had a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard. It enabled him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "I. Q. '. The "I. Q." is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an "I. Q." of 75. Clearly, since the mental age of the average child is equal to the chronological age, the average 'I. Q.' is 100.
In order to judge a child' s intelligence, his marks in a test must be compared with marks gained by
A．thirteen-year-old children
B．children of different ages
C．the same child at different ages
D．other children of the same age
Section A (30 points, 2 points each)
Directions: This part is to test your reading ability.There are 3 tasks for you to fulfill. You should read the materials carefully and do the tasks as you are instructed.
There was once a young man who suffered from cancer. He was 18 years old and he could die anytime. He never went outside: but he was sick of staying home and wanted to go out for once. So he asked his mother and she gave him permission.
He walked down his block and found a lot of stores. He passed a CD store and saw a beautiful girl about his age and he knew it was love at first sight. He opened the door and walked in.
She looked up and asked, "Can I help you？"
He said. "Uh... Yeah... Umm... I would like to buy a CD."
He picked one out and gave her money for it.
"Would you like me to wrap it for you？" she asked, smiling her cute smile.
He nodded and she went to the back. She came back with the wrapped CD and gave it to him. He took it and walked out of the store.
He went home and from then on, he went to that store every day and bought a CD, and she wrapped it for him. He took the CD home and put it in his closet. He was still too shy to ask her out. His mother found out about this and told him to just ask her. So the next day, he took all his courage and went to the store as usual. He bought a CD like he did every day and once again she went to the back of the store and came back with it wrapped. He took it and when she wasn't looking, he left his phone number on the desk and ran out.
One day the phone rang, and the mother picked it up and said, "Hello？"
It was the girl!!! The mother started to cry and said, "You don't know？ He passed away yesterday..."
Later in the day, the mother went into the boy's room because she wanted to remember him. She thought she would start by looking at his clothes. So she opened the closet.
She was face to face with piles and piles of unopened CDs. She was surprised to find all these CDs and she picked one up and sat down on the bed and she started to open one. Inside, there was a CD and as she took it out of the wrapper, out fell a piece of paper. The mother picked it up and started to read it. It said: Hi... I think U R really cute. Do U wanna go out with me？ Love, Jocelyn.
The mother was deeply moved and opened another CD...
Again there was a piece of paper. It said: Hi... I think U R really cute. Do U wanna go out with me？ Love, Jocelyn.
Why did the boy go to the CD store everyday and buy a CD？
A．He loved the girl.
B．He loved music.
C．He loved collecting CDs.
D．He was sick of staying home and wanted to go out.
After some years【24】, square dancing became【25】popular in cities and towns, but it【26】popular in the country. Then it became popular in the cities once again. Today in【27】parts of the United States you will find some school, club, or other group that is square dancing for fun.
A square is formed by four couples(对，双) who stand【28】the center of the square. Each couple stands on one【29】of the square, the boy on the left and the girl on the right.
The "caller" is an important part of the【30】 since he tells the dancers which steps to do. If the dancers do not know the steps, he teaches them. It【31】 time to learn to be good caller, and good callers are always in demand.
Large or small groups of people can dance at one time. Sometimes 800 or 1,000 people may be dancing at the【32】 time. Or there may be only one square of【33】 people.
Costumes(服装) are worn by some who square dance. This【34】 the dancing more colorful to watch. The costumes vary(不同) from place to place. Women often wear full skirts of various colors with pretty blouse(罩衫). Men may have colored skirts and western trousers which they wear【35】 when square dancing.
(66)
A．make
B．set up
C．build
D．form
