单选题A person may have an idea about himself that will prevent him from doing good work. He may have the idea that he is not capable of it. A child may think he is stupid because he does not understand how to make the most of his mental faculties or he may accept another person"s mistaken estimate of his ability. Older people may be handicapped by the mistaken belief that they are incapable of learning anything new because of their age. A person who believes that he is incapable will not make a real effort, because he feels that it would be useless. He won"t go at a job without the confidence necessary for success. He is therefore likely to fail, and the failure will strengthen his belief in his incompetence. Alfred Adler, a famous doctor, had an experience which illustrates this. When he was a small boy, he got off to a poor start in arithmetic. His teacher got the idea that he had no ability in arithmetic, and told his parents what she thought in order that they would not expect too much of him. In this way, they too developed the idea, "Isn"t it too bad that Alfred can"t do arithmetic?" He accepted their mistaken estimate of his ability, felt that it was useless to try, and was very poor at arithmetic, just as they expected. One day, Adler succeeded in solving a problem which none of the other students had been able to solve. This gave him confidence. He rejected the idea that he couldn"t do arithmetic and was determined to show them that he could. His newly found confidence stimulated him to go at arithmetic problems with a new spirit. He now worked with interest, determination and purpose, and he soon became extraordinarily good at arithmetic. This experience made him realize that many people have more ability than they think they have, and that lack of success is as often the result of lack of knowledge of how to apply one"s ability, lack of confidence and lack of determination as it is the result of lack of ability.

单选题The writer became aware of her memory problem when she realized that she had ______.

单选题{{I}}Questions 11 to 13 are based on the following dialogue.{{/I}}

单选题How did the woman know about the Student Action Union?

单选题In the seventeenth century, European soldiers who came across some Indian groups in the western Great Lakes found that several native tribes were living in the area without a formal leadership system. They appeared to be "quite friendly with each other without a formal authority!" Not only did the Indians appear to lack a formal system of authority, but they also deeply hated any efforts to control their actions. All members of the tribes knew what was required of them by lifelong familiarity with the tasks of the area. These tasks tended to be simple, since the Indian's rate of social change was slow. Thus, although subgroups such as soldiers had recognized leaders, no real authority was required. Rather than giving direct orders (which were considered rough), members of the tribes would arouse others to action by examples. It would be difficult, if not impossible, to carry out such a system in our own society. Most of us have grown up under one authority or another for as long as we can remember. Our parents, our teachers, our bosses, our government all have the recognized right under certain conditions to tell us what to do. The authority is so much a part of our culture that it is hard for us to imagine a workable society without it. We have been used to relying on authority to get things done and would probably be uncomfortable with the Indian methods of examples on a large scale. Of course, the major reason why the Indian system would not be suitable for us is that our society is too large. The number of tasks that various members of our society have to perform often under tight time and resource limitations could not be treated by the Indian system. In modern societies, the formal authority system is necessary to achieve any social objectives.

单选题Questions 22～25 are based on the following dialogue.

单选题Whatarethesepeopleplanningtodo?A.Toseeamovie.B.Tomakesomecoffee.C.Toborrowmoney.D.Toprepareadinnerparty.

单选题 Rowena and Billy Wrangler are model high school students. They study hard and do extremely well on achievement tests. And next year, Rowena will be attending Harvard University. Billy, her younger brother, hopes to go to Cornell. What makes Rowena and Billy different from most students is that they don't go to school. In fact, they've never been to school. Since kindergarten, they've studied at home. Neither Rowena nor Billy feels as if they've missed out on anything by being taught at home. Like many of more than one million people who receive home schooling in the United States, they feel as if they've gotten a good education. The home-schooling trend began in the U.S. in the 1980s with parents keeping their children out of public schools so they could provide religious education at home. Today, as the home-schooling trend continues to grow, parents are more likely to consider home schooling as an option because they believe schools don't do a very good job of teaching and are occasionally dangerous places. But can parents really do a better job? The answer in many cases is yes. In many studies, students taught at home ranked, average or above average when compared to students who went to public schools. More importantly, these students were often more self-directed and have a greater depth of knowledge. "They are very well prepared for academic challenges," says Patricia Riordan, the dean of admissions at George Mason University. One such student, Robert Conrad, now a sophomore at university, claims he really learned how to study and schedule his time during his eight years of home schooling. Still, not every student is as successful as Robert. "For every home-schooling success story, there are an equal number of failures," states Henry Lipscomb, an educational researcher. "There are just so many disadvantages that students taught at home have to overcome." For example, they have fewer chances to interact with others of their own age. Consequently, they sometimes lack the usual social skills. "No matter what, though," states Lipscomb, "home-schooling is a growing trend. I think we'll be seeing more and more of this."

单选题Linda______a red dress and went out with her sister. [A] put on [B] puts on [C] was putting on

单选题Questions 18～21 are based on the following dialogue.

单选题Direction:This section is designed to test your ability to understand spoken English．You will hear a selection of recorded materials and you must answer the questions that accompany them．There are two partsin this section, Part A and Part B． Remember, while you are doing the test,you should first put down your answers in you test booklet．At the end of the listening comprehension section, you will have 3 minutes to transfer all your answer from your test booklet to ANSWER SHEET 1． If you have any questions,you may raise your hand now as you will not be allowed to speak once the test has started.{{B}}Part A{{/B}}You will hear 10 short dialogues．For each dialogue，there is one question and four possible answers．Choose the correct answer—A, B, C or D, and mark it in your test booklet．You will have 15 seconds to answer the question and you will hear each dialogue only once．

单选题 IQuestions 18～21 are based on a conversation at the airport./I

单选题{{I}} You will hear 10 short dialogues. For each dialogue, there is one question and four possible answers. Choose the correct answer- A, B, C or D, and mark it in your test booklet. You will have 15 seconds to answer the question and you will hear each dialogue ONLY ONCE. Now look at Question 1.{{/I}}

单选题 About six years ago I was eating lunch in a restaurant in New York City when a woman and a young boy sat down at the next table. I couldn't help overhearing parts of their conversation. At one point the woman asked: "So, how have you been?" And the boy—who could not have been more than seven or eight years old—replied. "Frankly, I've been feeling a little depressed lately." This incident stuck in my mind because it confirmed my growing belief that children are changing. As far as I can remember, my friends and I didn't find out we were "depressed" until we were in high school. The evidence of a change in children has increased steadily in recent years. Children don't seem childlike anymore. Children speak more like adults, dress more like adults and behave more like adults than they used to. Whether this is good or bad is difficult to say, but it certainly is different. Childhood as it once was no longer exists. Why? Human development is based not only on innate (天生的) biological states, but also on patterns of access to social knowledge. Movement from one social role to another usually involves learning the secrets of the new status. Children have always been taught adult secrets, but slowly and in stages: traditionally, we tell sixth graders things we keep hidden from fifth graders. In the last 30 years, however, a secret-revelation (揭示) machine has been installed in 98 percent of American homes. It is called television. Television passes information, and indiscriminately (不加区分地), to all viewers alike, be they children or adults. Unable to resist the temptation, many children turn their attention from printed texts to the less challenging, more vivid moving pictures. Communication through print, as a matter of fact, allows for a great deal of control over the social information to which children have access. Reading and writing involve a complex code of symbols that must be memorized and practiced. Children must read simple books before they can read complex materials.

单选题The basic flag of the United States is one of the world"s oldest national flags. Only the basic flags of Austria, Denmark, Great Britain, the Netherlands, Sweden, and Switzerland are older. During the discovery and settlement of what is now the United States, the flags of various European nations were flown over the land, as symbols of possession. Later, in the Colonial (殖民的)and Revolutionary War periods, flags representing famous persons, places, and events were flown in the American Colonies. The first official flag of the United States was created by Congress (国会) on June 14, 1777. It consisted of 13 alternate red and white stripes and 13 white stars in a field of blue, representing the 13 colonies that had declared their independence in 1776. Congress adopted a new flag of 15 stars and 15 stripes in 1795, to give representation to the two new states admitted into the Union, Vermont and Kentucky. By 1817, there were 20 states in the Union, and it became apparent that adding one stripe for each new state would destroy the shape of the flag. As a result, Congress in 1818 restored the original design of 13 stripes and provided that each state was to be represented by one star. In 1912 President William H. Taft made the first official provision for the arrangement of the stars. He ordered that there be six even rows of eight stars each. Previously the arrangement of the stars had been left to the flagmaker"s desire. The evolution of the Stars and Stripes reflects the growth of the United States. After the admission of Hawaii into the Union in 1959, the flag was officially changed for the 26th time since its creation. There are many government flags flown in the United States in addition to the national"s flag. Among them are the president"s and vice-president"s flags and those of the federal departments and some federal agencies. Each state in the Union has an official flag.