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Outline 1. The school activities announcements on the campus. 2. The first group takes part in thes...
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SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.14
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.12
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.8
Text3Thereisaconfusednotioninthemindsofmanypeoplethatthegatheringofthepropertyofthepoorintothehandsoftherichdoesnoultimateharmsinceinwhoseverhandsitmaybeitmustbespentatlastandthustheythinkreturntothepooragain.Thisfallacyhasbeenagainandagainexposed;butgrantingthepleatruethesameapologymayofcoursebemadeforblackmailoranyotherformofrobbery.Itmightbethoughpracticallyitneverisasadvantageousforthenotionthattherobbershouldhavethespendingofthemoneyheextortsasthatthepersonrobbedshouldhavespentit.Butthisisnoexcuseforthetheft.IfIweretoputatollgateontheroadwhereitpassesmyowngateandendeavortoextractashillingfromeverypassengerthepublicwouldsoondoawaywithmygatewithoutlisteningtoanypleasonmypartthatitwasasadvantageoustothemintheendthatIshouldspendtheirshillingsasthattheythemselvesshould.ButifinsteadofoutfacingthemwithatollgateIcanonlypersuadethemtocomeinandbuystonesoroldironoranyotheruselessthingoutofmygroundImayrobthemtothesameextentandmoreoverbethankedasapublicbenefactorandpromoterofcommercialprosperity.AndthismainquestionforthepoorofEngland--forthepoorofallcountries--iswhollyomittedineverywritingonthesubjectofwealth.Evenbythelaborersthemselvestheoperationofcapitalisregardedonlyinitseffectontheirimmediateinterestsneverinthefarmoreterrificpowerofitsappointmentofthekindandtheobjectoflabor.Itmatterslittleultimatelyhowmuchalaborerispaidformakinganythingbutitmattersfearfullywhatthethingiswhichheiscompelledtomake.Ifhislaborissoorderedastoproducefoodfreshairandfreshwaternomatterthathiswagesarelowthefoodandthefreshairandwaterwillbeatlastthereandhewillatlastgetthem.Butifheispaidtodestroyfoodandfreshairortoproduceironbarsinsteadofthemthefoodandairwillfinallynotbethereandhewillnotgetthemtohisgreatandfinalinconvenience.Sothatconclusivelyinpoliticalasinhouseholdeconomythegreatquestionisnotsomuchwhatmoneyyouhaveinyourpocketaswhatyouwillbuywithitanddowithit. WhatisthemainquestionforthepoorLine1Paragraph2accordingtothepassage
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.16
胞阻
四属断绝
Text2NowandagainIhavehadhorribledreamsbutnotenoughofthemtomakemeJosemydelightindreams.TobeginwithIliketheideaofdreamingofgoingtobedandlyingstillandthenbysomequeermagicwanderingintoanotherkindofexistence.Icouldneverunderstandwhygrown-upstookdreamingsocalmlywhentheycouldmakesuchafussaboutanyholiday.Thisstillpuzzlesme.Iammystifiedbypeoplewhosaytheyneverdreamandappeartohavenointerestinthesubject.Itismuchmoreastonishingthaniftheysaidtheyneverwentoutforawalk.Mostpeople--oratleastmostWesternEuropeans--donotseemtoacceptdreamingaspartoftheirlives.Theyappeartoseeitasanannoyinglittlehabitlikesneezingoryawning.Ihaveneverunderstoodthis.Mydreamlifedoesnotseemasimportantasmywakinglifeonlybecausethereisfarlessofitbuttomeitisimportant.Asiftherewereatleasttwoextracontinentsaddedtotheworldandlightningexcursionsrunningtothematanymomentbetweenmidnightandbreakfast.Thenagainthedreamlifethoughqueerandconfusingandunsatisfactoryinmanyrespectshasitsownadvantages.Thedeadaretheresmilingandtalking.Thepastistheresome-timesallbrokenandconfusedbutoccasionallyasfreshasadaisy.Andperhapsthefutureistheretoowavingatus.Thisdreamlifeisoftenovershadowedbyhugemysteriousanxietieswithluggagethatcannotbepackedandtrainsthatrefusetobecaught;andbothpersonsandscenestherearenotasdependableandsolidastheyareinwakinglifesothatBrownandSmithmergeintoonepersonwhileRobinsonsplitsintotwoandtherearethickwoodsoutsidethebathroomdoorandthedining-roomissomehowpartofatheaterbalcony;andtherearemomentsofsorroworterrorinthedreamworldthatareworsethananythingelsewehaveknownunderthesun.Yetthisotherlifehasitsinterestsitsenjoymentsitssatisfactionsandatcertainrareintervalsapeacefulgloworasuddenexcitementlikeglimpsesofanotherformofexistencealtogetherthatwecannotmatchwithopeneyes. Asfordreamswecanconcludethat
Text4ThehistorianFrederickJ.Turnerwroteinthe1890’sthattheagrariandiscontentthathadbeendevelopingsteadilyintheUnitedStatessinceabout1870hadbeenspeededbytheclosingoftheinternalfrontier--thatisthedepletionofavailablenewlandneededforfurtherexpansionoftheAmericanfarmingsystem.NotonlywasTurner’sthesisinfluentialatthetimeitwaslateradoptedandelaboratedbyotherscholarssuchasJohnD.HicksinThepopulistRevolt1931.ActuallyhowevernewlandsweretakenupforfarmingintheUnitedStatesthroughoutandbeyondthenineteenthcentury.Inthe1890’swhenagrariandiscontenthadbecomemostacute1100000newfarmsweresettledwhichwas500000morethanhadbeensettledduringthepreviousdecade.After1890underthetermsoftheHomesteadActanditssuccessorsmorenewlandwastakenupforfanningthanhadbeentakenupforthispurposeintheUnitedstatesupuntilthattime.Itistruethatahighproportionofthenewlyfannedlandwassuitableonlyforgrazinganddryfarmingbutagriculturalpracticeshadbecomesufficientlyadvancedtomakeitpossibletoincreasetheprofitabilityoffarmingbyutilizingeventheserelativelybarrenlands.Theemphasisgivenbybothscholarsandstatesmentothepresumeddisappearance’oftheAmericanfrontierhelpedtoobscurethegreatimportanceofchangesintheconditionsandconsequencesofinternationaltradethatoccurredduringthesecondhalfofthenineteenthcentury.In1869theSuezCanalwasopenedandthefirsttranscontinentalrailroadintheUnitedStateswascompleted.Anextensivenetworkoftelegraphandtelephonecommunicationswasspun:EuropewasconnectedbysubmarinecablewiththeUnitedStatesin1866andwithSouthAmericain1874.Byabout1870improvementsinagriculturaltechnologymadepossiblethefullexploitationofareasthatweremostsuitableforextensivefarmingonamechanizedbasis.HugetractsoflandwerebeingsettledandfarmedinArgentinaAustraliaCanadaandintheAmericanWestandtheseareaswerejoinedwithoneanotherandwiththecountriesofEuropeintoaninterdependentmarketsystem.Asaconsequenceagrariandepressionsnolongerwerelocalornationalinscopeandtheystruckseveralnationswhoseinternalfrontiershadnotvanishedorwerenotabouttovanish.Betweentheearly1870’sandthe1890’sthemountingagrariandiscontentinAmericaparalleledthealmostuninterrupteddeclineinthepricesofAmericanagriculturalproductsonforeignmarkets.Thosestaple-growingfarmersintheUnitedStateswhoexhibitedthegreatestdiscontentwerewhohadbecomemostdependentonforeignmarketsforthesaleoftheirproducts.InsofarasAmericanshadbeendeterredfromtakingupnewlandforfarmingitwasbecausemarketconditionshadmadethisperiodaperiloustimeinwhichtodoso. Changesintheconditionsofinternationaltraderesultedinan
脾约
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.2
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.8
A．温疟 B．牝疟 C．两者均可 D．两者均不可
A．温疟 B．牝疟 C．两者均可 D．两者均不可
Text4ThehistorianFrederickJ.Turnerwroteinthe1890’sthattheagrariandiscontentthathadbeendevelopingsteadilyintheUnitedStatessinceabout1870hadbeenspeededbytheclosingoftheinternalfrontier--thatisthedepletionofavailablenewlandneededforfurtherexpansionoftheAmericanfarmingsystem.NotonlywasTurner’sthesisinfluentialatthetimeitwaslateradoptedandelaboratedbyotherscholarssuchasJohnD.HicksinThepopulistRevolt1931.ActuallyhowevernewlandsweretakenupforfarmingintheUnitedStatesthroughoutandbeyondthenineteenthcentury.Inthe1890’swhenagrariandiscontenthadbecomemostacute1100000newfarmsweresettledwhichwas500000morethanhadbeensettledduringthepreviousdecade.After1890underthetermsoftheHomesteadActanditssuccessorsmorenewlandwastakenupforfanningthanhadbeentakenupforthispurposeintheUnitedstatesupuntilthattime.Itistruethatahighproportionofthenewlyfannedlandwassuitableonlyforgrazinganddryfarmingbutagriculturalpracticeshadbecomesufficientlyadvancedtomakeitpossibletoincreasetheprofitabilityoffarmingbyutilizingeventheserelativelybarrenlands.Theemphasisgivenbybothscholarsandstatesmentothepresumeddisappearance’oftheAmericanfrontierhelpedtoobscurethegreatimportanceofchangesintheconditionsandconsequencesofinternationaltradethatoccurredduringthesecondhalfofthenineteenthcentury.In1869theSuezCanalwasopenedandthefirsttranscontinentalrailroadintheUnitedStateswascompleted.Anextensivenetworkoftelegraphandtelephonecommunicationswasspun:EuropewasconnectedbysubmarinecablewiththeUnitedStatesin1866andwithSouthAmericain1874.Byabout1870improvementsinagriculturaltechnologymadepossiblethefullexploitationofareasthatweremostsuitableforextensivefarmingonamechanizedbasis.HugetractsoflandwerebeingsettledandfarmedinArgentinaAustraliaCanadaandintheAmericanWestandtheseareaswerejoinedwithoneanotherandwiththecountriesofEuropeintoaninterdependentmarketsystem.Asaconsequenceagrariandepressionsnolongerwerelocalornationalinscopeandtheystruckseveralnationswhoseinternalfrontiershadnotvanishedorwerenotabouttovanish.Betweentheearly1870’sandthe1890’sthemountingagrariandiscontentinAmericaparalleledthealmostuninterrupteddeclineinthepricesofAmericanagriculturalproductsonforeignmarkets.Thosestaple-growingfarmersintheUnitedStateswhoexhibitedthegreatestdiscontentwerewhohadbecomemostdependentonforeignmarketsforthesaleoftheirproducts.InsofarasAmericanshadbeendeterredfromtakingupnewlandforfarmingitwasbecausemarketconditionshadmadethisperiodaperiloustimeinwhichtodoso. Theauthorimpliesthatthecauseoftheagrariandiscontentwas
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.6
SectionⅡReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingABCorD.MarkyouranswersonANSWERSHEET1.40PointsText1Afewcommonmisconceptions.Beautyisonlyskin-deep.One’sphysicalassetsandliabilitiesdon’tcountallthatmuchinamanagerialcareer.Awomanshouldalwaystrytolookherbest.Overthelast30yearssocialscientistshaveconductedmorethan1000studiesofhowwereacttobeautifulandnot-so-beautifulpeople.Thevirtuallyunanimousconclusion:Looksdomattermorethanmostofusrealize.Thedatasuggestforexamplethatphysicallyattractiveindividualsaremorelikelytobetreatedwellbytheirpatentssoughtoutasfriendsandpursuedromantically.Withthepossibleexceptionofwomenseekingmanagerialjobstheyarealsomorelikelytobehiredpaidwellandpromoted.Thescientists’typicalexperimentworkssomethinglikethis.Theygiveeachmemberofagroup--collegestudentsperhapsorteachersorcorporatepersonnelmanagersapieceofpaperrelatinganindividual’saccomplishments.Attachedtothepaperisaphotograph.Whilethepapersallsayexactlythesamethingthepicturesaredifferent.Someshowastrikinglyattractivepersonsomeanaveragelookingcharacterandsomeanunusuallyunattractivehumanbeing.Groupmembersareaskedtoratetheindividualoncertainattributesanythingfrompersonalwarmthtothelikelihoodthatheorshewillbepromoted.Almostinvariablythebetterlookingthepersoninthepicturethehigherthepersonisrated.InthephraseborrowedfromSappothatthesocialscientistsusetosumupthecommonperceptionwhatisbeautifulisgood.Inbusinesshowevergoodlookscutbothwaysforwomenanddeeperthanformen.AUtahStateUniversityprofessorwhoisanauthorityonthesubjectexplains:intermsoftheircareerstheimpactofphysicalattractivenessonmalesisonlymodest.Butitspotentialimpactonfemalescanbetremendousmakingiteasierforexampleforthemoreattractivetogetjobswheretheyareinthepubliceye.Onanothernotethoughthereisenoughliteraturenowforustoconcludethatattractivewomenwhoaspiretomanagerialpositionsdonotgetonaswellaswomenwhomaybelessattractive. Theresultofresearchcarriedoutbysocialscientistsshowsthat
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.4
干呕吐涎沫头痛者______主之
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10
Text3Thereisaconfusednotioninthemindsofmanypeoplethatthegatheringofthepropertyofthepoorintothehandsoftherichdoesnoultimateharmsinceinwhoseverhandsitmaybeitmustbespentatlastandthustheythinkreturntothepooragain.Thisfallacyhasbeenagainandagainexposed;butgrantingthepleatruethesameapologymayofcoursebemadeforblackmailoranyotherformofrobbery.Itmightbethoughpracticallyitneverisasadvantageousforthenotionthattherobbershouldhavethespendingofthemoneyheextortsasthatthepersonrobbedshouldhavespentit.Butthisisnoexcuseforthetheft.IfIweretoputatollgateontheroadwhereitpassesmyowngateandendeavortoextractashillingfromeverypassengerthepublicwouldsoondoawaywithmygatewithoutlisteningtoanypleasonmypartthatitwasasadvantageoustothemintheendthatIshouldspendtheirshillingsasthattheythemselvesshould.ButifinsteadofoutfacingthemwithatollgateIcanonlypersuadethemtocomeinandbuystonesoroldironoranyotheruselessthingoutofmygroundImayrobthemtothesameextentandmoreoverbethankedasapublicbenefactorandpromoterofcommercialprosperity.AndthismainquestionforthepoorofEngland--forthepoorofallcountries--iswhollyomittedineverywritingonthesubjectofwealth.Evenbythelaborersthemselvestheoperationofcapitalisregardedonlyinitseffectontheirimmediateinterestsneverinthefarmoreterrificpowerofitsappointmentofthekindandtheobjectoflabor.Itmatterslittleultimatelyhowmuchalaborerispaidformakinganythingbutitmattersfearfullywhatthethingiswhichheiscompelledtomake.Ifhislaborissoorderedastoproducefoodfreshairandfreshwaternomatterthathiswagesarelowthefoodandthefreshairandwaterwillbeatlastthereandhewillatlastgetthem.Butifheispaidtodestroyfoodandfreshairortoproduceironbarsinsteadofthemthefoodandairwillfinallynotbethereandhewillnotgetthemtohisgreatandfinalinconvenience.Sothatconclusivelyinpoliticalasinhouseholdeconomythegreatquestionisnotsomuchwhatmoneyyouhaveinyourpocketaswhatyouwillbuywithitanddowithit. ThewordfallacyLine3Paragraph1mostprobablymeans
Text2NowandagainIhavehadhorribledreamsbutnotenoughofthemtomakemeJosemydelightindreams.TobeginwithIliketheideaofdreamingofgoingtobedandlyingstillandthenbysomequeermagicwanderingintoanotherkindofexistence.Icouldneverunderstandwhygrown-upstookdreamingsocalmlywhentheycouldmakesuchafussaboutanyholiday.Thisstillpuzzlesme.Iammystifiedbypeoplewhosaytheyneverdreamandappeartohavenointerestinthesubject.Itismuchmoreastonishingthaniftheysaidtheyneverwentoutforawalk.Mostpeople--oratleastmostWesternEuropeans--donotseemtoacceptdreamingaspartoftheirlives.Theyappeartoseeitasanannoyinglittlehabitlikesneezingoryawning.Ihaveneverunderstoodthis.Mydreamlifedoesnotseemasimportantasmywakinglifeonlybecausethereisfarlessofitbuttomeitisimportant.Asiftherewereatleasttwoextracontinentsaddedtotheworldandlightningexcursionsrunningtothematanymomentbetweenmidnightandbreakfast.Thenagainthedreamlifethoughqueerandconfusingandunsatisfactoryinmanyrespectshasitsownadvantages.Thedeadaretheresmilingandtalking.Thepastistheresome-timesallbrokenandconfusedbutoccasionallyasfreshasadaisy.Andperhapsthefutureistheretoowavingatus.Thisdreamlifeisoftenovershadowedbyhugemysteriousanxietieswithluggagethatcannotbepackedandtrainsthatrefusetobecaught;andbothpersonsandscenestherearenotasdependableandsolidastheyareinwakinglifesothatBrownandSmithmergeintoonepersonwhileRobinsonsplitsintotwoandtherearethickwoodsoutsidethebathroomdoorandthedining-roomissomehowpartofatheaterbalcony;andtherearemomentsofsorroworterrorinthedreamworldthatareworsethananythingelsewehaveknownunderthesun.Yetthisotherlifehasitsinterestsitsenjoymentsitssatisfactionsandatcertainrareintervalsapeacefulgloworasuddenexcitementlikeglimpsesofanotherformofexistencealtogetherthatwecannotmatchwithopeneyes. Whathastheauthorneverunderstood
Text4ThehistorianFrederickJ.Turnerwroteinthe1890’sthattheagrariandiscontentthathadbeendevelopingsteadilyintheUnitedStatessinceabout1870hadbeenspeededbytheclosingoftheinternalfrontier--thatisthedepletionofavailablenewlandneededforfurtherexpansionoftheAmericanfarmingsystem.NotonlywasTurner’sthesisinfluentialatthetimeitwaslateradoptedandelaboratedbyotherscholarssuchasJohnD.HicksinThepopulistRevolt1931.ActuallyhowevernewlandsweretakenupforfarmingintheUnitedStatesthroughoutandbeyondthenineteenthcentury.Inthe1890’swhenagrariandiscontenthadbecomemostacute1100000newfarmsweresettledwhichwas500000morethanhadbeensettledduringthepreviousdecade.After1890underthetermsoftheHomesteadActanditssuccessorsmorenewlandwastakenupforfanningthanhadbeentakenupforthispurposeintheUnitedstatesupuntilthattime.Itistruethatahighproportionofthenewlyfannedlandwassuitableonlyforgrazinganddryfarmingbutagriculturalpracticeshadbecomesufficientlyadvancedtomakeitpossibletoincreasetheprofitabilityoffarmingbyutilizingeventheserelativelybarrenlands.Theemphasisgivenbybothscholarsandstatesmentothepresumeddisappearance’oftheAmericanfrontierhelpedtoobscurethegreatimportanceofchangesintheconditionsandconsequencesofinternationaltradethatoccurredduringthesecondhalfofthenineteenthcentury.In1869theSuezCanalwasopenedandthefirsttranscontinentalrailroadintheUnitedStateswascompleted.Anextensivenetworkoftelegraphandtelephonecommunicationswasspun:EuropewasconnectedbysubmarinecablewiththeUnitedStatesin1866andwithSouthAmericain1874.Byabout1870improvementsinagriculturaltechnologymadepossiblethefullexploitationofareasthatweremostsuitableforextensivefarmingonamechanizedbasis.HugetractsoflandwerebeingsettledandfarmedinArgentinaAustraliaCanadaandintheAmericanWestandtheseareaswerejoinedwithoneanotherandwiththecountriesofEuropeintoaninterdependentmarketsystem.Asaconsequenceagrariandepressionsnolongerwerelocalornationalinscopeandtheystruckseveralnationswhoseinternalfrontiershadnotvanishedorwerenotabouttovanish.Betweentheearly1870’sandthe1890’sthemountingagrariandiscontentinAmericaparalleledthealmostuninterrupteddeclineinthepricesofAmericanagriculturalproductsonforeignmarkets.Thosestaple-growingfarmersintheUnitedStateswhoexhibitedthegreatestdiscontentwerewhohadbecomemostdependentonforeignmarketsforthesaleoftheirproducts.InsofarasAmericanshadbeendeterredfromtakingupnewlandforfarmingitwasbecausemarketconditionshadmadethisperiodaperiloustimeinwhichtodoso. TheauthorprovidesinformationconcerningnewlyfarmedlandsintheUnitedStatesinparagraph1tosupport
Text2NowandagainIhavehadhorribledreamsbutnotenoughofthemtomakemeJosemydelightindreams.TobeginwithIliketheideaofdreamingofgoingtobedandlyingstillandthenbysomequeermagicwanderingintoanotherkindofexistence.Icouldneverunderstandwhygrown-upstookdreamingsocalmlywhentheycouldmakesuchafussaboutanyholiday.Thisstillpuzzlesme.Iammystifiedbypeoplewhosaytheyneverdreamandappeartohavenointerestinthesubject.Itismuchmoreastonishingthaniftheysaidtheyneverwentoutforawalk.Mostpeople--oratleastmostWesternEuropeans--donotseemtoacceptdreamingaspartoftheirlives.Theyappeartoseeitasanannoyinglittlehabitlikesneezingoryawning.Ihaveneverunderstoodthis.Mydreamlifedoesnotseemasimportantasmywakinglifeonlybecausethereisfarlessofitbuttomeitisimportant.Asiftherewereatleasttwoextracontinentsaddedtotheworldandlightningexcursionsrunningtothematanymomentbetweenmidnightandbreakfast.Thenagainthedreamlifethoughqueerandconfusingandunsatisfactoryinmanyrespectshasitsownadvantages.Thedeadaretheresmilingandtalking.Thepastistheresome-timesallbrokenandconfusedbutoccasionallyasfreshasadaisy.Andperhapsthefutureistheretoowavingatus.Thisdreamlifeisoftenovershadowedbyhugemysteriousanxietieswithluggagethatcannotbepackedandtrainsthatrefusetobecaught;andbothpersonsandscenestherearenotasdependableandsolidastheyareinwakinglifesothatBrownandSmithmergeintoonepersonwhileRobinsonsplitsintotwoandtherearethickwoodsoutsidethebathroomdoorandthedining-roomissomehowpartofatheaterbalcony;andtherearemomentsofsorroworterrorinthedreamworldthatareworsethananythingelsewehaveknownunderthesun.Yetthisotherlifehasitsinterestsitsenjoymentsitssatisfactionsandatcertainrareintervalsapeacefulgloworasuddenexcitementlikeglimpsesofanotherformofexistencealtogetherthatwecannotmatchwithopeneyes. Itcanbeinferredfromthefirstparagraphthattheauthoris
诸有水者腰以下肿______腰以上肿______
SectionⅡReadingComprehensionPartADirections:Readthefollowingfourtexts.AnswerthequestionsbeloweachtextbychoosingABCorD.MarkyouranswersonANSWERSHEET1.40PointsText1Afewcommonmisconceptions.Beautyisonlyskin-deep.One’sphysicalassetsandliabilitiesdon’tcountallthatmuchinamanagerialcareer.Awomanshouldalwaystrytolookherbest.Overthelast30yearssocialscientistshaveconductedmorethan1000studiesofhowwereacttobeautifulandnot-so-beautifulpeople.Thevirtuallyunanimousconclusion:Looksdomattermorethanmostofusrealize.Thedatasuggestforexamplethatphysicallyattractiveindividualsaremorelikelytobetreatedwellbytheirpatentssoughtoutasfriendsandpursuedromantically.Withthepossibleexceptionofwomenseekingmanagerialjobstheyarealsomorelikelytobehiredpaidwellandpromoted.Thescientists’typicalexperimentworkssomethinglikethis.Theygiveeachmemberofagroup--collegestudentsperhapsorteachersorcorporatepersonnelmanagersapieceofpaperrelatinganindividual’saccomplishments.Attachedtothepaperisaphotograph.Whilethepapersallsayexactlythesamethingthepicturesaredifferent.Someshowastrikinglyattractivepersonsomeanaveragelookingcharacterandsomeanunusuallyunattractivehumanbeing.Groupmembersareaskedtoratetheindividualoncertainattributesanythingfrompersonalwarmthtothelikelihoodthatheorshewillbepromoted.Almostinvariablythebetterlookingthepersoninthepicturethehigherthepersonisrated.InthephraseborrowedfromSappothatthesocialscientistsusetosumupthecommonperceptionwhatisbeautifulisgood.Inbusinesshowevergoodlookscutbothwaysforwomenanddeeperthanformen.AUtahStateUniversityprofessorwhoisanauthorityonthesubjectexplains:intermsoftheircareerstheimpactofphysicalattractivenessonmalesisonlymodest.Butitspotentialimpactonfemalescanbetremendousmakingiteasierforexampleforthemoreattractivetogetjobswheretheyareinthepubliceye.Onanothernotethoughthereisenoughliteraturenowforustoconcludethatattractivewomenwhoaspiretomanagerialpositionsdonotgetonaswellaswomenwhomaybelessattractive. Itcanbeinferredfromthepassagethatinthebusinessworld
SectionⅠUseofEnglishDirections:Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.10PointsInsomeearlyattemptsbypsychologiststodescribethebasiclearningprocesstheterms’stimulus’’response’and’reinforcement’wereintroduced.Inaneducationalsettingthese1couldbedefinedasfollows.Whenateachergivesan2orsetsaproblemorasksaquestionthepupil3insomewayandtheteacherthentellsthepupilifhehasrespondedcorrectly.Theteacher’sfirstactioniscalledthe4.Thepupil’sactioncarryingouttheinstructionorsolvingtheproblemoransweringthequestionis5theresponse.Whentheteachertellsthepupilhisresponseis6thebondbetweenthestimulusandtheresponseisstrengthenedandreinforcementispositive.Iftheresponseisincorrectthebondisweakenedandreinforcementis7Somepsychologistslaidgreat8ontheimportanceofreinforcementforcontinuedlearning.They9thatifalearnerisnotgiveninformationabouthisresponsesfeedbackhemaynotcontinuetorespond.10ifhishomeworkisnotmarkedregularlyhewillstopdoingit.Ifinclasstheanswershegivestotheteacher’squestionsare11orbrushedasidehewillstoptryingtogiveany.Educationalpsychologistsare12movingawayfromthissimpleearly13ofthebasiclearningprocess.Theeffectsoffeedbackforexampleareseentobemore14thanthisdescriptionsuggests.Feedbackdoesnotmerelypositivelyornegatively15thestimulus-responsebond.Itmay16confirmpreviouslylearnedmeaningsandassociationscorrectmistakes17misunderstandingsandshowhowwellorbadlydifferentpartsofthematerialhavebeenlearned.Thus18mayhavetheeffectofincreasingthelearner’sconfidencebackinguphispreviously19knowledgeandshowinghimwhichitemshehasnot20grasped. Readthefollowingtext.ChoosethebestwordsforeachnumberedblankandmarkABCorDonANSWERSHEET1.20
A．温疟 B．牝疟 C．两者均可 D．两者均不可
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