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A．work out! \( F, i: \$ T* V3 B | B．come across/ I3 ^$ ?+ A& j2 c; [' h | C．put off( ]# Q/ @ Z0 F# T) d1 M a6 h | D．break down; H# X! G8 _* Z6 g, P |
A．No market could be held.7 h/ P0 F- a, c, a | B．The police had done little to help.: S+ Q7 ^0 K9 j, O( Z& d7 T# P |
C．The town looked different.& U$ B' g- H- U \- I# O | D．Fallen trees had not been removed.1 [* U$ j) C4 W3 [$ ? |
A．He finds it extremely annoying.. e# L5 b% C5 O( g | B．Не is sure that he plays an important role.) c: \9 j2 ]. Y9 H! M0 h |
C．Не considers the systems are not clear enough. * c6 d4 @- a0 @* X) I | |
D．He does not trust the decisions made by his superiors.) B# A) I' j; K: W' [8 _, O, g; L |
A．its condition. 9 c) J, F: E/ ?5 K! ?* N& P! I | B．its colour.! N: _+ C2 c/ X _# b | C．its position. 8 M+ W8 J+ W' P. H | D．its design.2 W: H3 ]7 g/ ?: \ |
A．was pleasantly lighter6 _% b8 N f* W I | B．felt less private7 G3 C2 B$ ]0 [& h0 P7 M |
C．had a better view( W; F# W5 [% `- c | D．was in need of repair( H5 R' K& f/ [: [ |
A．It proved that he was well again.( d4 Y) @3 `% S, C. W | B．She agreed about the tree.( L9 ^+ `8 L b( F: O |
C．She thought he meant the sofa. \ C( d6 [/ C | D．It was what she expected him to say.2 a2 i4 c1 V% O |
A．know the effects of teaching on learning $ T4 A9 T. S9 @( I7 e# C | B．study students’ ways of learning math0 T1 Y$ _3 g/ a1 a B |
C．prove women teachers are unfit to teach math 4 U0 H X2 i7 j& X/ S | D．find better teaching methods for teachers( W i" F" _$ _8 Q# N, h- X) j$ ]4 ^2 _ |
A．end up learning math anxiety from their teachers ; Z; T Z5 S6 K3 J) I4 F | B．study the ways their female teachers behave) P3 B) ?# Z+ d) A, V; U& c7 c' [ |
C．have an influence on their math-anxious female teachers8 `1 M& [, K% f; S& `# Q$ ^& j7 Y+ h | |
D．gain unexpected achievement in such subjects as math9 \7 Y( a. U4 O+ J* _7 f+ A |
A．Prepare two math achievement tests for the students) g) @0 d- g; C* F/ M& _( g6 X" Q | B．Tell their feelings about math problems# i M' E/ K: i9 Z9 g" G |
C．Answer whether a math superstar had to be a boy% Y& X: I1 P% Q7 _$ \9 T | D．Compare the students’ scores after the math tests1 e+ Q7 b, b8 `) W, Z |
A．No male students were affected by their teachers’ anxiety5 ]5 \7 B" b# ? |
B．Almost all the girls got lower scores in the tests than the boys8 V& ^/ A. `& H( b0 @ |
C．About 30% of the girls thought boys are better at math than girls+ R: V! L+ T1 j8 ?/ B |
D．Girls with math-anxious teachers all failed in the math tests0 f: _! C1 U V) I& N2 ?0 S |
A．117 students and teachers took part in the new study5 E4 W9 D0 A% ?% F |
B．The researchers felt surprised at the findings of their study! a5 a9 V. R. \2 g1 j7 _ |
C．Beilock and Levine are interested in teaching math/ B3 ^$ I* H# H- V' Q |
D．Men teachers are better at teaching math than women teachers- P! I6 ]9 Y* H' K+ _( j |
例如：It was very nice to get invitation to spend ∧ weekend with you．Luckily
am around 8 pm in Friday evening． on , ` O# S: e9 b6 W |
A．Happiness Varies with Ages: W) ]8 C. ?" R$ I3 i8 F& O |
B．Experience More, Worry Less0 V+ a* h- L$ d4 d |
C．The Older, the Wiser P. [2 V: @4 f |
D．Being Young, Being Happy$ W8 a& \- D& e8 N5 W/ _2 B0 D |
A．only when people get older will they feel happier. h$ G: V4 U( V |
B．stress levels among the youngest are the highest4 @" [- \ R; D3 @) [ U |
C．older people tend to be grateful& _& J7 A- b, V+ c6 b9 S1 P8 W |
D．older people usually have no worries2 U4 N( J7 B; ?# e+ `8 i& R8 B; e |
A．they miss the old days' \6 `+ H9 L3 C; Z& I7 F |
B．they are physically weak ; i0 V' A9 W# ^$ Q6 X( ] |
C．they have better self-control) ?7 `1 b. A+ U2 V% ^1 A |
D．they are more emotional1 `/ U2 A7 J2 h" f; C% h |
A．What influences happiness. % c% O* I* \, a8 M2 S9 D1 ^2 A |
B．How to live better.% g! V) C2 @+ C# S- M# j9 A. f |
C．How to keep happier. . h* I# b H- e! P, G |
D．Why women are less happier.7 F; N! V2 O$ F1 N# ?4 T, F/ _ |
A．advise how to reduce stress9 U( ^$ j1 N; ] Z- I* O |
B．introduce a scientific finding # N& H: L3 A# A9 N; M3 Z |
C．describe how to do research; [+ D$ A9 Y0 C1 a |
D．talk about human emotions' h4 e- X) b% \. `3 K1 R |