England’s team, who are now superbly fit will be doing their best next week to （ ）themselves for last year’s defeat.
A.revive B.retort C.revenge D.remedy
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Since the package was（ ） , the damage was paid for.
A.ensured B.insured C.assured D.promised -
More than 200 Bradford secondary school pupils were sent home from school this week. Their crime is Uniform breaches（违反）.They weren’t tying their ties around their heads. They were wearing sports shoes or the wrong cut of trousers. But is it OK to deprive someone of a day of education just because they don’t look smart enough?
The rationale for uniform is to create a level playing field. So rich kids don’t lord it over poorer ones with their flashy jumpers and fashionable and expensive sports shoes and no one is teased for not following the latest trends. But the other side of conformity is dullness. What about budding fashionistas（超级时尚迷）or simply those who want to express their individuality? A dull uniform suppresses our right to express ourselves through clothes. Kids will be kids, and frankly it takes more than stipulating the right shade of blue shirt to remove utterly bullying from schools. If teens want to bully others they will find their motive and means.Schools also say that uniforms help to set high academic standards. But some of the highest-achieving countries have no uniform. Finland’s schools top international league tables and don’t have school uniform; while the UK has the uniforms without the stunning results.Wearing uniform doesn’t even “suit” you for the workplace. It maybe OK if you’re headed for the boardroom but if you’re looking for a fashionable job in the tech sector, then think again. The uniform there is more beard and skinny jeans than blazer（运动休闲西装）and tie. In fact, in many offices these days, you’d be more likely to get a laugh than a call back.At my school there’s a strict uniform policy in lower school and a dress code in the sixth form. I envy a friend at another school who sat her exams in cosy clothes and comfy boots. There’s nothing more distracting in a three-hour history exam than a suffocating top button. Who knows? I might have got an A plus in maths if I’d been in my overalls.And uniform is a distraction. Teachers spend time and energy policing uniform when they could presumably be teaching us. They hand out detentions, quibble over hair dye and sometimes, creepily, ask girls to kneel on the floor to check the length of their skirts. In any case, there are better ways to introduce unity into schools. In the real world, communities are built on shared interests, not wearing identical kit. Take football fans. As it gets cold, they may choose to put on the team scarf but it’s the chants and shared hatred of the opposition that unite them. It’s actually doing a lunchtime or after-school activity that provides bonds, rather than what you’re wearing to do so.Uniforms may work for police officers, soldiers and neo-Nazis, but they have no place in schools. The Bradford kids should wear what they want, their schools should let them—and then everyone could get on with some actual learning.1.Which of the following is NOT the purpose of enforcing uniform policy?2.The author asserts that uniform is a distraction at school because（ ）.3.What might be the best title for the passage?4.What is the author’s attitude towards school uniform?
A.To create a level playing field. B.To set high academic standards. C.To eradicate bullying from schools. D.To deny pupils’ right to express themselves.问题2： A.teachers should focus on teaching rather than on forcing uniform B.Finland’s schools top international league tables without uniform C.uniform prevents the building of shared interests D.overalls are more suffocating than uniform问题3： A.School Uniform: For Better or For Worse? B.Uniform: A Symbol of Unity For Sports Fans? C.The Widespread of School Uniform in Bradford D.The Role of Uniform in Every Walks of Life问题4： A.Neutral. B.Critical. C.Optimistic. D.Enthusiastic. -
Despite the general negative findings, it is important to remember that all children who live through a divorce do not behave in the same way. The specific behavior depends on the child’s individual personality,characteristics, age at the time of divorce, and gender. In terms of personality, when compared to those rated as relaxed and easy-going,children described as temperamental and irritable have more difficulty coping with parental divorce, as indeed they have more difficulty adapting to life change in general. Stress,such as that found in disrupted families,seems to impair the ability of temperamental children to adapt to their surroundings, the greater the amount of stress, the less well they adapt. In contrast,a moderate amount of stress may actually help an easy-going,relaxed child learn to cope with adversity.There is some relationship between age and children’s characteristic reaction to divorce. As the child grows older,the greater is the likelihood of a free expression of a variety of complex feelings, an understanding of those feelings,and a realization that the decision to divorce cannot be distributed to any one simple cause. Self-blame virtually disappears after the age of 6, fear of abandonment diminishes after the age of 8,and the confusion and fear of the young child is replaced in the older child by shame,anger,and self-reflection.Gender of the child is also a factor that predicts the nature of reaction to divorce. The impact of divorce is initially greater on boys than on girls. They are more aggressive, less compliant,have greater difficulties in interpersonal relationships, and exhibit problem behaviors both at home and at school. Furthermore,the adjustment problems of boys are still noticeable even two years after the divorce. Girls’ adjustment problems are usually internalized rather than acted out, and are often resolved by the second year after the divorce. However, new problems may surface for girls as they enter adolescence and adulthood. How can the relatively greater impact of divorce on boys than on girls be explained? The greater male agression and noncompliance may reflect the fact that such behaviors are tolerated and even encouraged in males in our culture more than they are in females. Furthermore, boys may have a particular need for a strong male model of self-control, as well as for a strong disciplinarian parent. Finally, boys are more likely to be exposed to their parents’ fights than girls are, and after the breakup,boys are less likely than girls to receive sympathy and support from mothers,teachers,or peers.1.It is hard for temperamental, irritable kids to adapt to parental divorce because（ ） .2.The following statements are true EXCEPT（ ） .3.Why does parental divorce have greater effects on boys than on girls according to the author?4.What does the passage mainly convey to the readers?
A.they are too much disrupted by the life change B.the family breakup makes them feel very sensitive C.the great stress of their families diminishes their ability D.they encounter more parents’ fights than the easy-going children
问题2：
A.a six-year-old boy may feel being deserted by his parents B.divorce is usually caused by more than one reason C.a young girl may feel more shameful on parental divorce than an older boy D.as the kids grow older, they have a better understanding of divorce
问题3：
A.Because all cultures tolerate male agression and noncompliance. B.Because boys are basically more self-disciplined than girls. C.Because males are usually viewed as the models in self-control. D.Because boys are always involved in their parents’ fights.
问题4：
A.Kids of different ages behave differently facing parental divorce. B.The impact of divorce on kids varies in personality, age and gender. C.Boys may become more aggressive than girls in disrupted families. D.Parental divorce has a negative effect on children all through their lives. -
Science is an enterprise concerned with gaining information about causality, or the relationship between cause and effect. A simple example of a cause is the movement of a paddle as it strikes a ping-pong ball; the effect is the movement of the ball through the air. In psychology and other sciences, the word “cause” is often replaced by the term “independent variable”. This term implies that the experimenter is often “free” to vary the independent variable as he or she desires (for example, the experimenter can control the speed of the paddle as it strikes the ball). The term “dependent variable” replaces the word “effect”, and this term is used because the effect depends on some characteristic of the independent variable (the flight of the ball depends on the speed of the paddle). The conventions of science demand that both the independent and dependent variables be observable events, as is the case in the ping-pong example. In the case of biorhythm theory, the independent variable is the number of days that have elapsed between a person’s date of birth and some test day. The dependent variable is the person’s level of performance on some specified task on the test day. Notice that although the experimenter is not free to choose a birthday for a given individual, persons with different dates of birth can be tested on the same day, or a single subject can be tested on several different days.In order to predict the relationship between independent and dependent variables, many scientific theories make use of what are called intervening variables. Intervening variables are purely theoretical concepts that cannot be observed directly. To predict the flight of a ping-pong ball, Newtonian physics relies on a number of intervening variables; including force, mass, air resistance, and gravity. You can probably anticipate that the intervening variables of biorhythm theory are the three bodily cycles with their specified time periods. It should be emphasized that not all psychological theories include intervening variables, and some psychologists object to their use precisely because they are not directly observable.The final major component of a scientific theory is its syntax, or the rules and definitions that state how the independent and dependent variables are to be measured, and that specify the relationships among independent variables, intervening variables, and dependent variables. It is the syntax of biorhythm theory that describes how to use a person’s birthday to calculate the current status of the three cycles. The syntax also relates the cycles to the dependent variable, performance, by stating that positive cycles should cause high levels of performance whereas low or critical cycles should cause low performance levels. To summarize, the components of a scientific theory can be divided into four major categories: independent variables, dependent variables, intervening variables, and syntax.1.Based on the passage, causality may have the meaning that（ ）.2.According to biorhythm theory,（ ）.3.Many theories for predicting the relationship between cause and effect（ ）.4.The example of the ping-pong ball is used to（ ）.5.The word “syntax” used in the last paragraph refers to the（ ）.
A.cause and effect can be independent of each other B.there is hardly anything that happens without a cause C.dependent and independent variables affect each other D.cause and effect may vary respectively in most events
问题2：
A.one’s behavior can be predicted by knowing his or her birthday B.nobody can choose his or her date of birth as he or she wishes C.an individual’s performance is irrelevant to his or her birthday D.a person’s level of performance varies according to the test date
问题3：
A.testify their complete conformity with general scientific principles B.justify the identity of dependent, independent, and intervening variables C.specify the time periods of bodily cycles in terms of psychological tests D.verify their prediction by variables inconsistent with conventions of science
问题4：
A.indicate a hard nut to crack in physics -
Our （ ）with the President at the airport was exciting.
A.arrival B.encounter C.endeavor D.refreshment