The boy passed the finial exams. But if he had spent more time on them, the results （be) ______much

A.his having passed

B.he passed

C.his being passed

D.to pass

A.A.

B.B.had died; passed

C.C.died; had passed

D.D.died; passed

E.E.had died; had passed

A.would be

B.would have been

C.will be

D.was

y means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test.

In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed.

He invented a variety of tests and put large numbers of children of different ages through them. He 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 average, and that he has a mental age of nine.

The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables 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 "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100.

Which of the following is not mentioned in relation to IQ？______

A．mental ratio

B．mental age

C．chronological age

D．date of birth

by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks m a particular test. To know whether he is clever, average, or dull, his marks must be compared with the average achieved by boys of thirteen in that test.

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

nd by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be Compared with the average achieved by boys of thirteen in that test.

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

ing in the street, he __1__ a wallet. He returned it to the owner, Mr Baker. He gave his thanks to the boy. As the boy had no job, Mr. Baker made him work for him in his home. Billy worked so hard that Mr. and Mrs. Baker were __2__ with him.

Mr. Baker loved planting __3__. The week before last, he brought a few trees home, planted them in the __4__ himself and watered them every day. Several days later, he had to leave for another city. Before he started, he said to Billy, "Take good care of the trees. Some boys near our house always want to steal them."

"Don't worry about them." answered Billy. Six days passed and Mr. Baker came back. He asked," Has anyone ever come to steal the trees？" "No, sir," said Billy, "To stop someone from stealing the trees, I __5__ them up six days ago. I have hidden them for almost a week!"

1)、A.pleased

B.garden

C.pulled

D.trees

E.found

2)、A.pleased

B.garden

C.pulled

D.trees

E.found

3)、A.pleased

B.garden

C.pulled

D.trees

E.found

4)、A.pleased

B.garden

C.pulled

D.trees

E.found

5)、A.pleased

B.garden

C.pulled

D.trees

E.found

If he had worked hard____.

A. he might have passed the final exam

B. he might pass the final exam

C. he has passed the final exam

D. he passed the final exam

A.thrilled

B.frantic

C.enthusiastic

D.fascinated

A.clos

B...closely

C.clos

D...close

E.clos

F.F...closelyD closely...closely