单选题I wanted to have a hamburger, but I ______ myself.A PreventedB barredC restrainedD hindered

The number of international students at our university ______ steadily, but a number of universities in the state ______ international student enrollment decline.

The parents of the bride ______ my presence at the wedding as we had been neighbors for years.

Helen is twenty years old, and her age is four times as much as Mary’s. When Helen’s age is twice as much as Mary’s, how old is Helen then?

请把电视关掉，因为噪音会使她分心，无法专心做作业。（distract sb from sth）

这里有五千来个工人，很难对所有人的工作进行追踪。（track）

Cars have become household in China. It brings convenience and pollution at the same time. Write a composition of no fewer than 120 words entitled “Cars—a Must in China?”based on the previous opinions and your own one. Now write the composition on the Answer Sheet.

Read the passage carefully to find the answers for Questions 1 to 5. Answer each question in a maximum of 10 words. Remember to write the answers on the Answer Sheet. 　　In the United States also there were great changes, though the causes here were due only in part to the war; they sprang mainly from technical progress, and the development of mass-production, in which the United States henceforth was to lead the world. The cheap automobile, pioneered by Henry Ford, is a good example. In 1915 the United States contained 2.5 million cars; in 1920, 9 million. Only the new mass-production techniques made it possible to build all these cars and only the growing practice of “easy-payments” made it possible to sell them. By 1925 three out of four cars, new and old, were sold in this way. About the same proportion was covered against the weather; ten years earlier, forty-nine cars out of fifty were open ones.　　The last fact is important. The car had not only become cheap; it had become a comfortable room on wheels not just a means of transport. First in the United States, then in Britain and other countries, the car began to revolutionize everyday life. People no longer had to live near their work or close to a railway station. So began, in earnest, the problem which is still with us. The town centers, once full of life and sociability, began to wither; evening found them dead and deserted, nothing but bright shop windows and locked doors. The car brought many far-reaching consequences and it was blamed, rightly or wrongly, for the decline in churchgoing and the increase in immorality. More recently, it meant the virtual end of horse drawn transport and a growing threat to the supremacy of the railroad.　　Questions:　　1．What is the main cause for the great changes in the U.S.?　　2．the United States, 20 million cars could be sold in 1925 because of ______?　　3．What does “the last fact” refer to in the second paragraph?　　4．What is the main idea of this passage?　　5．According to the writer, it is doubtful whether the car should be responsible for ______?

The speaker went on and on, ______ to his listeners obvious boredom.

I’m afraid taking a part time job might ______ my time for study.

He constantly ______ his proposal that ______ of the budget surplus be used to offer a voluntary prescription drug benefit to seniors.

What odes George say about his part of London?

Actually I bought my car quite a while before you bought yours, but yours seems ______ in condition than mine.

I’ve worked ______ four hours on this article. I’m completely ______.

A: That was a delicious meal, Mrs. Barr. Thank you very much.　　B: ______

Students are usually ______ to the teaching of a strong and imaginative professor.

不管他工作多努力，他就是得不到提升。(no matter how)

How did the speaker feel when he saw the last apartment?

不要试图获得不属于你的东西。 （belong to)

Plese ______ other people in the audience and don’t talk during the show.

What would be the next number in this series? 0… 5… 1… 4… 2… ?　　2 ，3 ， -1 ， 10

When will the woman go on the sailing holiday?

他明确表示，希望在他有生之年永远不要成为无用之人。（survive）

Susan: I am going to the cinema this evening.　　Gordon: ______ ?　　Susan: It's a Western: Cowboy Comes Home.

Read the passage carefully to find the answers for Questions 1 to 5. Answer each question in a maximum of 10 words. Remember to write the answers on the Answer Sheet. Questions 1 to 5 are based on the following passage.Children’s Thinking　　One of the most eminent of psychologists, Clark Hull, claimed that the essence of reasoning lies in the putting together of two “behavior segments” never actually performed before, in some novel way, so as to reach a goal.　　Two followers of Clark Hull, Howard and Tracey Kendler, devised a test for children that was explicitly based on Clark Hull’s principles. The children were given the task of learning to operate a machine so as to get a toy. In order to succeed they had to go through a two-stage sequence. The children were trained on each stage separately. The stages consisted merely of pressing the correct one of two buttons to get a marble and of inserting the marble into a small hole to release the toy.　　The Kendlers found that the children could learn the separate bits readily enough. Given the task of getting a marble by pressing the button they could got the marble; given the task of getting a toy when a marble was handed to them, they could use the marble to get the toy. (All they had to do was put it in a hole.) However, they did not for the most part “integrate”, to use the Kendlers’ terminology. They did not press the button to get the marble and then proceed without further help to use the marble to get the toy. Therefore, the Kendlers concluded that they were incapable of deductive reasoning.　　The mystery at first appears to deepen when we learn, from another psychologist, Michael Cole, and his colleagues, that adults in an African culture apparently cannot do the Kendlers’ task either. It lessens, on the other hand, when we learn that a task was devised which was strictly analogous to the Kendlers’ one but much easier for the African males to handle.　　Instead of the button-pressing machine, Cole used a locked box and two differently colored match-boxes, one of which contained a key that would open the box. Notice that there are still two behavior segments— “open the right match-box to get the key” and “use the key to open the box”—so the task seems formally to be the same. But psychologically it is quite different. Now the subject is dealing not with a strange machine but with familiar meaningful objects; and it is clear to him what he is meant to do. It then turns out that the difficulty of “integration” is greatly reduced.　　Recent work by Simon Hewson is of great interest here for it shows that, for young children, too, the difficulty lies not in the inferential processes which the task demands, but in certain perplexing features of the apparatus and the procedure. When these are changed in ways which do not at all affect the inferential nature of the problem, five-year-old children solve the problem as well as college students did in the Kendlers’ own experiments.　　Hewson made two crucial changes. First, he replaced the button-pressing mechanism in the side panels by drawers in these panels which the child could open and shut. This took away the mystery from the first stage of training. Then he helped the child to understand that there was no “magic” about the specific marble which, during the second stage of training, the experimenter handed to him so that he could pop it in the hole and get the reward.　　A child understands nothing, after all, about how a marble put into a hole can open a little door. How is he to know that any other marble of similar size will do just as well? Yet he must assume that if he is to solve the problem. Hewson made the functional equivalence of different marbles clear by playing a “swapping game” with the children.　　The two modifications together produced a jump in success rates from 30 percent to 90 percent for five-year-olds and from 35 percent to 72.5 percent for four-year-olds. For three-year-olds, for reasons that are still in need of clarification, no improvement— rather a slight drop in performance—resulted from the change.　　We may conclude, then, that children experience very real difficulty when faced with the Kendler apparatus; but this difficulty cannot be taken as proof that they are incapable of deductive reasoning.　　Questions:1．Howard and Tracey Kendler trained their subjects _______ in the two stages of their experiment.　　2．What did the Kendlers conclude?　　3．What objects did Cole use to do his experiment?　　4．Who used a machine to measure deductive reasoning that replaced button-pressing with drawer 　　opening?　　5．Hewson’s modifications resulted in a higher success rate for _______ children.