题目内容
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As a boy, Alfred Adler was poor at arithmetic because ______.
A．he lost his serf-confidence
B．he was mentally retarded
C．his teacher had no confidence in herself
D．his parents expected too much of him
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As a boy, Alfred Adler was poor at arithmetic because______.
A．he lost his self-confidence
B．he was mentally slow
C．his teacher had no confidence in herself
D．his parents expected too much of him
As a boy, Alfred Adler was poor at arithmetic because______.
A．he lost his self-confidence
B．he was mentally retarded (弱智的)
C．his teacher had no confidence in himself
D．his parents expected too much of him
As a boy, Alfred Adler was poor at arithmetic because ______.
A．he lost his self-confidence
B．he was mentally retarded
C．his teacher had little confidence in him
D．his parents expected too much of him
Alfred Adler is a famous psychiatrist(精神科医师). When he was a small boy he got off to a【C1】______start in arithmetic. His teacher got the idea that he had no【C2】______in arithmetic, and told his parents what she【C3】______in order that they would not expect too【C4】______of him. In this way, they too【C5】______the idea "Isnt it too bad that Alfred cant do arithmetic？" He【C6】______their mistaken estimate of his ability, felt that it was【C7】______to try, and was very poor in arithmetic, just【C8】______they expected. One day he became very【C9】______at the teacher and the other students because they laughed when he said he knew how to do a problem which【C10】______of the other students had been able to solve. Adler succeeded in solving the problem, which gave him【C11】______. He rejected the idea that he couldnt do arithmetic, and was【C12】______to show them that he could. His anger and his new found confidence stimulated him to go at arithmetic problems with a new【C13】______. He now worked with interest, determination and purpose,【C14】______he soon became extraordinarily good at arithmetic. He not only【C15】______that he could do arithmetic, but he learned early in life from his own【C16】______that, if a person goes at a job with determination and purpose, he may【C17】______himself as well as others by his ability. This experience made him【C18】______that many people have more ability than they think they have, and that lack of success is as,【C19】______the result of lack of knowledge of how to【C20】______ones ability, lack of confidence and lack of determination as it is the result of lack of ability.
【C1】
A．poor
B．good
C．fresh
D．new
131.A.well B.necessary C.in D.good
132.A.possible B.possibly C.likely D.like
133.A.to B.when C.what D.which
134.A.too B.very C.so D.that
135.A.any B.none C.each D.no
SECTION B PASSAGES
Directions: In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow.
听力原文： Alfred Hitchcock is one of the best-known film-makers, and because of his habit of making quick appearance in each of ins films ever since the 1930s, his face is easily recognized. People all over the world have come to connect the gentle-looking, over-weight Englishman with some of the most frightening films ever made.
Alfred Hitchcock was the son of a shop owner, tie had a strict education and went to several strict schools. He was a quiet boy who kept himself to himself. When he left school at fourteen, he began to train as an engineer. He had always been a theatre lover and by sixteen he became interested in the cinema too. About this time he found he also had a talent for drawing, and he went to a course in drawing at London University-- at first it was to help him in his job. But as young Hitchcock's career developed, so did his interest in the arts and with his drawing talent came an interest in writing. His first written work was in the magazine of his factory. This led to another change in the direction of his career, as he found himself writing the advertising for the factory. This was the first time Hitchcock had been asked to use his imagination, and for the first time he started to make experiments with characters and stories.
Hitchcock was bore in a family of a ______ owner in Britain.
A．factory
B．hospital
C．shop
D．theater
In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a standard of intelligence, and he hit upon the very simple concept of" mental age".
First, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. Binet arranged the various tests in order of difficulty, and used them as a scale by which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he had a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists with the required standard. It enabled him to state scores in intelligence tests m terms of norm. At first, it was usual to express the result of a test by the difference between the" mental" and the" chronological" age. Then the boy in the example given would be" three years retarded". Soon, however, the" mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the intelligence quotient or" I. Q". Clearly, since the mental age of the average child is equal to the chronological age, the average I. Q. is 100.
To judge a child's standard, his marks in a test must be compared with marks gained by ______.
A．others of the same age
B．older children
C．younger children
D．adults
In 1906 the psychologist, Alfred Binet(1857—1911), devised the standard in relation to which intelligence has since been assessed. Binet was asked to find a method of selecting all children in the schools of Paris who should be taken out of ordinary classes and put in special classes for defectives. The problem brought home to him the need for a atandard of intelligence, and he hit upon the very simple concept of "mental age".
First of all, he invented a variety of tests and put large numbers of children of different ages through them. He then found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: "We are going to have a good time in the country." Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below ave rage, and that he had a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard. It enabled him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced; that is to say, the ratio of the mental age to the chronological age. Thus a boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "I. Q. '. The "I. Q." is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an "I. Q." of 75. Clearly, since the mental age of the average child is equal to the chronological age, the average 'I. Q.' is 100.
In order to judge a child' s intelligence, his marks in a test must be compared with marks gained by
A．thirteen-year-old children
B．children of different ages
C．the same child at different ages
D．other children of the same 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 with 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 and 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 new 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 often the result of lack of knowledge of how to apply one's ability, lack of confidence, and lack of determination as it the result of lack ability.
According to the passage, which statement is NOT true？
A．A child may accept another person's underestimate of his ability.
B．He may think that he is too young to make the most of his mental faculties.
C．A person may have the idea that he is incapable of doing good work.
D．Some old people don't believe that they are capable of learning anything new.
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