单选题When her rival died, she ______a grief she did not feel. A. counteracted B. counterchecked C. counterfeited D. counterchanged

单选题It is the interaction (between) people, (rather than) the events that occur in their lives that (are) the main focus (of) social psychology.

单选题On behalf of my company, I am______ to you and your colleagues for your generous help. (2002年清华大学考博试题)

单选题My knees were shaking. I (41) afraid (42) with them, (43) I (44) myself out on the path to follow them. Amara's husband (45) coming back and saw me. " (46) my age mates (47) this witchcraft. You come back with me and keep watch (48) my wife. Help me guard (49) body. He will kill her and I cannot prevent it. But he (50) killed her in vain. He shall not eat her body." It was dark inside the reception hut, and very quiet. The women (51) kept watch over Amara, and her co-wife still sat with her. The man stood looking down upon her. A man must never call his wife (52) her name and may never touch her (53) public. The man knelt (54) his wife. "Child of Lam." She did not (55) . Tentatively he (56) his hand on her forehead. Perhaps he thought she heard, (57) he added bravely, " (58) will happen to you, Amara (59) wife.." He clasped her hand in (60) . We sat on in silence waiting for Amara to die.

单选题M: How about joining me for a cup of coffee?W: I'd love to, but I'm exhausted. I was up till 3 this morning, writing a paper for my literature class.Q: Why does the woman decline the man's invitation? A. She wants to get some sleep. B. She needs time to write a paper. C. She has a literature class to attend. D. She is troubled by her sleep problem.

单选题We must take steps now to ______ the survival of these animals.

单选题When a typist gets tired, ______.

单选题An old woman was badly hurt in ______the police describe as an apparently motiveless attack.(2003年复旦大学考博试题)

单选题When the news of his ______ with the enemy became known, he was hanged in effigy. A. involement B. conversations C. collusion D. complacency

单选题It is ______ that mainly helps you respond to a dangerous or stressful situation. ( )

单选题Visitors to this country are normally admitted for six months, but foreign students can usually stay for one year. They must 1 an educational institution, and they are required to study for a minimum of fifteen hours a week on a 2 course. Prospective students have to show that they can afford their studies, and that they have sufficient 3 resources to support themselves 4 in this country. In order to work here the foreigner needs a work permit, 5 must be applied for by his prospective employer. The problem here is that the Department of Employment has the fight to grant or 6 these permits, and there is little that can be done 7 it; it would be extremely unwise for a foreign visitor to work 8 a permit, since anyone doing so is liable to immediate deportation (驱逐出境). There are some people from the Common Market countries, who are often given 9 residence permits of up to five years. Some other people, such as doctors, foreign journalists, authors and others can work without permits, and foreign students are normally allowed to 10 part-time jobs while they are studying here.

单选题Many businesses' promotion campaigns ______ because they never fulfill what they have said in their ads.

单选题The fundamental dilemma of computer-based instruction and other IT-based educational technologies is that their cost effectiveness compared to other forms of instruction—for example, smaller class sizes, self-paced learning, peer teaching, small group learning, innovative curricula, and in-class tutors—has never been proven. So why are we, as a nation, so fascinated with computers in childhood? This one-size-fits-all fix for elementary schools does seem to meet a lot of adult needs. It makes politicians and school administrators appear decisive and progressive. It tempts overworked parents and teachers with a convenient electronic baby-sitter. And it is irresistible to high-tech companies that hope to boost sales in the educational market. But a machine-centered approach does not meet the developmental needs of grade-school children. Nor will it prepare them to develop the human imagination, courage, and will power they will as adults need to tackle the huge social and environmental problems looming before us. Young children are not emotionally, socially, morally, or intellectually prepared to adapt themselves to the constraining logical abstractions that computers require. This inactive approach to learning is also unhealthy for their developing senses and growing bodies. What"s good for business is not necessarily good for children. We cannot afford educational policies that will expand the market for Microsoft, Compaq, IBM, Apple, and other companies at children"s expense. Nor can we afford the fantasy that pushing young children to operate the very latest technological gadgets will somehow save them from economic and cultural uncertainties in the future. Nothing can do that—certainly not soon-to-be outdated skills in operating machines. In the long term, what will serve them far better is a firm commitment from parents, educators, policy-makers, and communities to the remarkably low-tech imperatives of childhood. Those include good nutrition, safe housing, and high-quality health care for every child—especially the one in five now growing up in poverty. They also include consistent love and nurturing for every child; active, imaginative play; a close relationship to the rest of the living world; the arts; and lastly time—plenty of time for children to be children. A new respect for childhood itself, in other words, is the gift that will best prepare our children for the future"s unknowns. Empowered by this gift, our children can grow into strong and creative human beings, facing tomorrow"s uncertainties with competence and courage. School reform is a social challenge, not a technological problem. The Education Department"s own 1999 study, "Hope in Urban Education," offers powerful proof. It tells the story of nine troubled schools in high-poverty areas, all places resigned to low expectations, low achievement, and high conflict. But all transformed themselves into high-achieving, cohesive communities. In the process, everyone involved—principals, teachers, other staff members, parents, and students—developed high expectations of themselves, and of each other. The strategies that worked in these schools, the study emphasizes, were persistence, creativity in devising new ways of collaborating, maximizing the attention focused on each child, and a shared commitment to meeting the full range of children"s needs. Perhaps what we"re looking for is not a technology, not a product to be bought and sold at all. Perhaps the gold is something to be dug and refined within ourselves.

单选题Some people seem to think that sports and games are unimportant. They like to watch TV at home, go to the cinema, or sleep. (21) in fact sports and games can be (22) great value, especially to people who work with their brains (23) of the day. Sports and games should not be treated only as amusements (娱乐活动). They can (24) our bodies, prevent us (25) getting too fat, and keep us healthy. But these are not their only uses. They give us valuable practice (26) helping the eyes, brain and muscles (肌肉) to work together. In table tennis, the eyes can see the ball (27) , judge its speed and direction, and pass this information (28) to the brain. The brain then has to decide what to do, and sends its orders to the muscles of the arms, legs, and so on, (29) the ball is met and hit back (30) the player wants it to go. All this must happen (31) a very quick speed, and only those (32) have had a lot of practice at table tennis can do this successfully. Sports and games are also very useful (33) character-training. In their lessons at school, boys and girls (34) learn about such virtues(品德) as courage, discipline(纪律), and love (35) one's country.