下列情形中，构成承诺的是（)。A.甲向乙发出要约，丙表示同意要约内容B.甲向乙发出要约，

Questions 31 to 35 are based on the following passage:

When I was studying at Yale, some phenomena puzzled me greatly. I found that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.

I was impressed by the role of the professor in the seminar(讨论会). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(语言的) feature of his interacting with his students was that he used many modal(情态的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.”

In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it.

Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking.

31.In the USA, when the students are in class, ____.

A.a Chinese student tends to be very active

B.an American student likes to make trouble

C.a Chinese student likes to puzzle the teacher

D.an American student tends to be vigorous

32.A teacher in the USA prefers to ____ when he answers questions.

A.be very sincere B.be very direct

C.be very self confident D.be very indifferent

33.What is the opinion of the author concerning the difference of teachin g methods between China and the USA？

A.He thinks that Chinese teaching metods can make students learn more.

B.He holds that the major purpose of Chinese teaching methods is to impro ve students’ remembrance.

C.He thinks that American teaching is ability oriented.

D.He holds that American teachers hate to give a test.

34.The author thinks that the relationship between the student and the te acher is ____.

A.more intimate in China B.closer in China

C.looser in USA D.more harmonious in USA

35.The education in USA may produce some ____ graduates.

A.talkative B.conventional C.creative D.imaginative

Bread and butter ______ my favourite breakfast when I was studying in the States.

A．are

B．were

C．is

D．was

–Hve you got redy for your studying pln －－Yes! I hve mde it ______. Plese give me some sugges–Hve you got redy for your studying pln --Yes! I hve mde it ______. Plese give me some suggestionsnd then I will mke some chnges.cutiously B．privtely C．roughly D．dedly

A．cautiously

B．privately

C．roughly

D．deadly

I can ______ some noise while I'm studying, but I can't stand loud noises.

A．come up with

B．catch up with

C．put up with

D．keep up with

I can _______ some noise while I’m studying, but I can’t stand loud noise

A.put up with

B.keep up with

C.catch up with

D.come up with

I can ________ some noise while I’m studying, but I can’t stand loud noises.

A) come up with

B) catch up with

C) put up with

D) keep up with

r setbacks—as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change—a state they called learned helplessness.

B)People can learn to be helpless, too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people’s beliefs about why they had failed.

C)In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior. that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve hard math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.

D)Later, I developed a broader theory of what separates the two general classes of learners—helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that’s that. I call this a “fixed mind-set (思维模式).” Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-oriented children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏); they offer opportunities to learn Students with such a growth mind-set were destined (注定)for greater academic success and were quite likely to outperform. their counterparts.

E)We validated these expectations in a study in which two other psychologists and I monitored 373 students for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students, mind-sets by asking them to agree or disagree with statements such as “Your intelligence is something very basic about you that you can’t really change.” We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.

F)As predicted, the students with a growth mind-set felt that learning was a more important goal than getting good grades. In addition, they held hard work in high regard. They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that they would study less in the future, try never to take that subject again and consider cheating on future tests.

G)Such different outlooks had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester—and the gap between the two groups continued to widen during the two years we followed them.

H)A fixed mind-set can also hinder communication and progress in the workplace and discourage, or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.

I)How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but descriptions of great mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.

J) In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine. I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared with only 9% of students in the control group.

K) Research is converging (汇聚)on the conclusion that great accomplishment and even genius is typically the result of years of passion and dedication and not something that flows naturally from a gift.

36.The author’s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.

37.Focusing on effort is effective in helping children overcome frustration and achieve success.

38.We can cultivate a growth mind-set in children by telling success stories that emphasize hard work and love of learning.

39.Students’ belief about the cause of their failure explains their attitude toward setbacks.

40.In the author’s experiment, students with a growth mind-set showed greater perseverance in solving difficult math problems.

41.The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.

42.After failing again and again, most animals give up hope.

43.Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.

44.People with a fixed mind-set believe that one’s intelligence is unchangeable.

45.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.

请帮忙给出每个问题的正确答案和分析，谢谢！

y’.

B.Her wedding anniversary.

C.A call from her dad.

D.A special gift from the man.

9.A.Gave her a big model plane.

B.Took her on a trip overseas.

C.Bought her a good necklace.

D.Threw her a surprise party.

10.A.The gift her husband has bought.

B.The trip her husband has planned.

C.What has been troubling her husband.

D.What her husband and the man are up to.

11.

A.He will be glad to be a guide for the couple’s holiday trip.

B.He will tell the women the secret if her husband agrees.

C.He is eager to learn how the couple’s holiday turns out.

D.He wants to find out about the couple’s holiday plan.

请帮忙给出每个问题的正确答案和分析，谢谢！