题目内容
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The children born in the United States today______.
A．will avoid being threatened by the tremendous medical progress
B．have as much chance of survival as before
C．will probably live to be seventy years old
D．have much more chance of survive than that of death
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Are some people born clever and others born stupid？Or is intelligence developed by our.environment and our experience？Strangely enough，the (1)to both these questions is YES．To some extent，our intelligence is given us(2)birth，and no amount of special education can(3)a genius out of a child born with low intelligence．On the other hand，a child who lives in a(n)(4)environment will develop his intelligence less than one who lives in rich and varied surroundings．Thus the limits of a person’s intelligence are fixed at birth，(5)whether or not he reaches those limits will depend on his environment．This view，now (6)most extems，can be supported in a number of ways．
It is easv to show that intelligence is to some extent something we are born with．The closer the blood relationship between people，the closer they are (7)to be in intelligence-Thus if we take two unrelated people(8)from the population，it is likely that their degrees of inteUigence will be completely different．If on the other hand we take two identical twins，they will venr likelv be as．intelligent as(9)．Relations like brothers and sisters，parents and children，usuallv have similar intelligence，and this clearly(10)that intelligence depends on birth．
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A.answer
B.reply
C.response
D.inquiry
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people is, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depend on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in their intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence.
If a child is born with low intelligence, he can______.
A．not reach his intelligence in his life
B．go beyond his intelligence limits in rich surroundings
C．still become a genius if he should be given special education
D．become a genius
James then asked the woman to consider a poor black mother on welfare. She already has four children and an alcoholic husband who has all but abandoned the family. Now she discovers another child is on the way. "How would you counsel that woman？" asked James.
"Have an abortion," the woman responded. "That child would have a very poor quality of life."
"I have a vested interest in your answer," James said. "The woman I described was my mother. I was the fifth of six children born into poverty. And, in case you're interested, the quality of my life is just fine!"
Kay James ______.
A．is not a black
B．is a poor black mother
C．has five brothers and sisters
D．has a hard life
Internationally famous child doctor Robert Coles is the world's top expert on the influence of money on children. He has written a well-known book on the subject, "The Privileged Ones", and his research shows that too much money in the family can cause as many problems as too little. "Obviously there are certain advantages to being rich," says the 53-year-old doctor, "such as better health, education and future work prospects. (78) But most important is the quality of family life. Money can't buy love."
It can buy a lot of other thing, however, and that's where the trouble starts. Rich kids have so much to choose from that they often become confused. Overindulgence (娇美) by their parents can make them spoilt. They tent to travel more than other children, from home to home and country to country, which causes feelings of restlessness.
(79) "But privileged children do have a better sense of their positions in the world," adds Mr. Coles, "and they are more self-assured." The rich children inherit the property from their parents and enjoy a high income. So money will never be one of their problems. "However, they will have a sense of isolation," warns Dr. Coles, "and they could suffer from the hardship of not being able to deal with the everyday world because they will never really, be given the chance. Everything they have achieved is because of an accident of birth. There can be no tremendous inner satisfaction about that."
(80) Today's wealthy parents perhaps realize their riches can be more of a heavy load than a happiness to their children. So the first thing for them to consider is to ensure that their families are as rich in love as they are in money.
In his book "The Privileged Ones", Dr. Cotes implies that ______.
A．there are fewer problem in the rich family than the poor family
B．rich children live a life of separation from the world
C．rich children usually enjoy more love than poor children
D．the quality of rich children's family life may not be high
Child and adolescent psychiatrists(精神病学家) recommend that the child be told about the adoption by the adoptive parents. Children should be told about their adoption in a way that they can understand.
There are two different views on when a child should be told about the adoption. Many experts believe the child should be told at earliest age possible. This approach provides the child an early opportunity to accept and integrate the concept of being "adopted". Other experts believe that telling a child too early may confuse the young child who can't really understand the event. These experts advise waiting until the child is older.
In either case, children should learn of their adoption from the adoptive parents. This helps give the message that adoption is good and that the child can trust the parents. If the child first learns about the adoption intentionally or accidentally from someone other than parents, the child may feel angry and mistrust towards the parents, and may view the adoption as bad or shameful because it was kept a secret.
Adopted children will want to talk about adoption and parents should encourage this process. Several excellent children's story books are available in bookstores which help parents tell the child being adopted.
Parents who have an adopted child want to know ______.
A．how to hide the fact that he or she is adopted
B．when the child was born exactly
C．whether they should tell the child that he or she is adopted
D．if the child has certain disease
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence.Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence.
The writer is in favor of the view that man's intelligence is given to him
A．at birth
B．through education
C．both at birth and through education
D．neither at birth nor through education
"To me he is not dead at all. Hardly a day goes by that I don't think of him or speak of him. Once, just before he died, when he was sick with the flu, I took him a sack full of oranges. The joy I felt in giving that simple gift is never decreased by time. He said he like oranges, too."
What is the main topic of the passage？
A．Alice Walker's reflections on Langston Hughes
B．The influence of Alice Walker on the writing of Langston Hughes
C．Langston Hughes book about Alice Walker
D．A comparison of the children of Alice Walker and that of Langston Hughes
It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If,on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.
Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory other the work is boring. We would soon find differences in intelligence developing, and this indicates the environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence.
The writer is in favor of the view that man' s intelligence is given to him ______ ．
A．at birth
B．both at birth and through education
C．through education
D．neither at birth nor through education
on child-rearing. An eccentric citizen of communist Hungary, he had written a book called“Bring up Genius!”and one of his favorite sayings was“Geniuses are made, not born”.
(2) An expert on thetheory of chess, he proceeded to teach little Zsuzsa at home, spending up to ten hours a day on the game. Two more daughters were similarly hot-housed. All three obliged their father by becoming world-class players. The youngest, Judit, is currently ranked1stin the world, and is by far the best female chess player of all time.
(3) Would the experiment have succeeded with a different trio of children？ If any child can be turned into a star, then a lot of time and money are being wasted worldwide on tryingto pick winners.
(4) American has long held“talent searches”, using test results and teacher recommendations to select children for advanced school courses, summer schools and other extra tuition. This provision is set to grow. In his state-of-the-union address in 2006, President George Bush announced the“American Competitiveness Initiative”, which, among much else, would train 70,000 high-school teachers to lead advanced courses for selected pupils in mathematics and science. Just as the super powers’space race made Congress put money into science education, the thought of China and India turning out hundreds of thousands of engineers and scientists is scaring America into stimulating its brightest to do their best.
(5) The philosophy behind this talentsearch is that ability is innate; that it can be diagnosed with considerable accuracy; and that it is worth cultivating.
(6) In America, bright children are ranked as“moderately”,“highly”,“exceptionally”and“profoundly”gifted. The only chance to influence innate ability is thought to be in the womb or the first couple of years of line. Hence the craze for“teaching aids”such as videos and flashcards for newborns, and“whale sounds”on tape which a pregnant mother can strap to her belly.
(7) In Britain, there is a broadly similar belief in the existence of innate talent, but also an egalitarian (平等主义的) sentiment which makes people queasy about the idea of investing resources in grooming intelligence.
(8) Teachers are often opposed to separate provisionfor the best-performing children, saying any extra help should go to stragglers. In 2002, in a bid to help the able while leaving intact the ban on most selection by ability in state schools, the government set up the National Academy for Gifted and Talented Youth. This outfit runs summer schools and master classes for children nominated by their schools. To date, though, only seven in ten secondary schools have nominated even a single child. Last year all schools were told they must supply the names of their top 10%.
(9)Picking winners is also the order of the day in excommunist states, a hangover from the timeswhen talented individuals were plunked from their homes and ruthlessly trained for the glory of the nation. But in many other countries, opposition to the idea of singling out talent and grooming it runs deep. In Scandinavia, a belief in virtue like modesty and social solidarity makes people flinch from the idea of treating brainy children differently.
(10)And in Japan there is a widespread belief that all children are born with the same innate abilities-and should therefore be treated alike. All are taught together, covering the same syllabus at the same rate until they finish compulsory schooling. Those who learn quickest are expected then to teachtheir classmates.
(11)Statistics give little clues as to which system is best. The performance of the most able is heavily affected by factors other than state provision. Most states education in Britain is nominally non-selective, but middle-class parents try to live near the best schools. Ambitious Japanese parents have made private, out-of-school tuition a thriving business. And Scandinavia’s egalitarianism might work less well in places with more diverse populations and less competent teachers. For what it’s worth, the statistical data suggest that some countries, like Japan and Finland, can avoid selection and still thrive. But that does not mean that any country can ditch selection and do as well.
(12)Mr. Polger thought any child could be a prodigy given the right teaching, an early start and enough practice. Some say the key to success is simply hard graft. Judit, the youngest of the Polgar sisters, was the most driven, and the most talented, but she was the only one who did not achieve the status of grand master.“But she was lazy.”
81.In their childhood, the three daughters of Polagar________.
A.played chess in house all day long
B.had plenty of intense training on chess
C.took various lessonson games in house
D.revealed their talent in playing chess
82.In paragraph 3, the author tends toPolagar’s view on child-rearing________.
A.support
B.despise
C.question
D.defend
83.In America, student winners are usually picked out on the basis of________.
A.test results and praises from teachers
B.teacher recommendations and test papers
C.test scores and teacher recommendation
D.self-presentation and teachers’evaluations
84.The American“talent searches”is based on the belief that________.
A.there is no innate talent
B.few have inborn talent
C.education can help develop talent
D.one’s innate ability can be measured
85.In paragraph 7, the word“queasy”is closest in meaning to________.
A.curious
B.worried
C.unhappy
D.comfortable
86.According to the passage, in Britain,________.
A.state schools are allowed to select students by talent
B.state schools are allowed to select students by ability
C.secondary schools are eager to pick talented students
D.the government is entitled to picking talented children
87.In paragraph 8, the word“outfit”is closest in meaning to________.
A.corporation
B.community
C.government
D.organization
88.In Scandinavia, people value virtues like modesty and social solidarity, so they________.
A.approve of the idea of selecting different brains
B.single out the talented children from the dull ones
C.refuse to teach talented children in normal ways
D.avoid picking talented children for special
89.In paragraph 11, the word“ditch”is closest in meaning to________.
A.abandon
B.embrace
C.welcome
D.denounce
90.Of the Polagar sisters,________.
A.all achieved the status of grand master
B.two became world-class chess players
C.the youngest was themost diligent one
D.the eldest was under the greatest pressure
Grandma Moses is among the most famous twentieth-century painters of the United States， yet she had only just begun painting in her late seventies. As
she once said of herself： “I would never sit back in a rocking-chair， waiting for someone to help me.”
She was born on a farm in New York State. At twelve she left home and was in a service until
at twentyseven， she married Thomas Moses， the tenant of hers. They farmed most of their lives.
She had ten children， of whom five survived; her husband died in 1928.
Grandma Moses painted a little as a child and made embroidery pictures as a hobby， but only
changed to oils in old age because her hands had become too stiff to sew and she wanted to keep
busy and pass the time. Her pictures were first sold at an exhibition， and were soon noticed by a
businessman who bought everything she painted. Three of the pictures were shown in the Museum
of Modern Art， and in 1940 she had her first exhibition in New York. Between the 1930‘s and her death
she produced some 2，000 pictures： careful and lively pictures of the country life she had known， with a wonderful sense
of color and form.
Which of the following would be the best title for the passage？
A. Grandma Moses
B. The Children of Grandma Moses
C. Grandma Moses： Her Best Pictures
D. Grandma Moses and Her First Exhibition
