Reading Comprehension Passage 1 Are some people born clever, and ot

1.Are some people born clever and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some extent our intelligence is given to us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring 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, whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.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.题目：If a child is born with low intelligence, he can ________. 选项： 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

2. Which might be the best statement of the main idea of this passage? 选项： A:Environment is critical in determining a person’s intelligence.; B:Human brains differ considerably.; C:The brain a person is born with will determine a person’s intelligence.; D:People with identical brains will have virtually the same intelligence.

3.There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．?The best statement of the main idea of this passage is that__________．选项： A:human brains differ considerably B:the brain a person is born with is important in determining his intelligence C:environment is crucial in determining a person's intelligence D:persons having identical brains will have roughly the same intelligence

4. We have all met people who are good at reading books, but not good at dealing with problems in life. 选项： A: Although IQ tests measure a certain aspect of intelligence potential, B: Several experts in the field of intelligence have proposed that we need to broaden our understanding of what intelligence really is, C: Psychologist Howard Gardner of Harvard University has suggested that we should consider a wide range of talents and abilities as valid forms of intelligence. D:Another psychologist, Robert Sternberg, has suggested we consider three distinct forms of intelligence.

5.In the second paragraph "if we take two unrelated people at random from the population ..." means "if we ______." A．pick up any two personsB．choose two persons who are relativesC．take out two different personsD．choose two persons with different intelligence

6.There are two factors which determine an individual's intelligence． The first is the sort of brain he is born with． Human brains differ considerably, some being more capable than others． But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn． So the second factor is what happens to the individual--the sort of environment in which he is brought up． If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable．Theimportanceofenvironmentindetermininganindividual'sintelligencecanbe?demonstrated by the case history of the identical twins, Peter and Mark． Being identical, the twins had identical brains at birth, and their growth processes were the same． When the twins were three months old, their parents died, and they were placed in separate foster homes． Peter was raised by parents of low intelligence in an isolated community with poor educational opportunities． Mark was reared in the home of well-to-do parents who had been to college． He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually． This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence． Mark's LQ． was 125, twenty-five points higher than the average and fully forty points higher than his identical brother． Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level．According to the passage, the average I．Q． is__________．选项： A:85 B:100 C:110 D:125

7. It has not been completely agreed that what 1Q tests measure is actual intelligence, though they do measure a certain aspect of intelligence potential 选项： A: Although IQ tests measure a certain aspect of intelligence potential, B: Several experts in the field of intelligence have proposed that we need to broaden our understanding of what intelligence really is, C: Psychologist Howard Gardner of Harvard University has suggested that we should consider a wide range of talents and abilities as valid forms of intelligence. D:Another psychologist, Robert Sternberg, has suggested we consider three distinct forms of intelligence.

8.We have achieved artificial intelligence that corresponds to human intelligence. 选项： A:正确 B:错误

9.Section BDirections:There are several passages in this section.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked A),B),C)and D).You should decide on the best choice.Passage One Questions 11to 15are based on the following passage.Intelligence used to be seen as a fixed entity,some faculty of the mind that we all possess and which determines in some ways the extent of our achievements.Since the Intelligence Quotient was relatively unaffected by bad teaching or a dull home environment,it remained constant.Its value,therefore,was a predictor of children’s future learning.If they differed markedly in their ability to learn complex tasks,then it was clearly necessary to educate them differently —and the need for different types of school and even different ability groups within schools was obvious.Today,we are beginning to think differently.In the last few years,research has thrown doubt on the view that innate intelligence can ever be measured and on the very nature of intelligence itself.Perhaps most important,there is considerable evidence now which shows the great influence of the environment both on achievement and intelligence.Children with poor home backgrounds not only do less well in their school work and in intelligence tests —a fact which could be explained on genetic grounds —but their performance tends to deteriorate gradually compared with that of their more fortunate classmates.Evidence like this lends support to the view that we have to distinguish between genetic intelligence and observed intelligence.Any deficiency in the appropriate genes will obviously restrict development,no matter how stimulating the environment.But we cannot observe or measure innate intelligence;whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.Changes may occur in our observations or measurements,if the environment is changed.In other words,the Intelligence Quotient is not constant.Researches over the past decade have been investigating what happens in this interaction.Work in this country has shown that parental interest and encouragement are more important than the material circumstances of the home.Two major findings have emerged from these studies.Firstly,that the greater part of the development of observed intelligence occurs in the earliest years of life.50percent of measurable intelligence at age 17is already predictable by the age of four.In other words,deprivation in the first four or five years of life can have greater consequences than any of the following twelve or so years.Secondly,the most important factors in the environment are language and psychological aspects of the parent-child relationship.Much of the difference in measured intelligence between "privileged"and "disadvantaged"children may be due to the latter’s lack of appropriate verbal stimulation and the poverty of their perceptional experiences.These research findings have led to a revision in our understanding of the nature of intelligence.Instead of it being some largely inherited fixed power of the mind,we now see it as a set of developed skills with which a person copes with any environment.These skills have to be learned and,indeed,the fundamental one is learning how to learn.11.Which of the following might serve as a suitable title for the passage?A)Intelligence:AChanged View B)Intelligence and Intelligence Quotient C)Genetic Intelligence vs Observed Intelligence D)Innate Intelligence and Developed Skills 12.The term "fixed entity"in the first paragraph can best be interpreted as _.A)an invariable constant B)a stable faculty of the mind C)an inherited fixed capacity D)a specific innate potential 13.The old view of intelligence would seem to justify _.A)comprehensive education and un-streamed classes B)grouping of children into different classes C)sending the duller children out to work at an early age D)taking "disadvantaged"children away from their home environment 14.A"disadvantaged"child is one _.A)who is unintelligent B)who is incapable of learning well C)who comes from a deprived home environment D)whose parents are poor and segregated 15.Intelligence is now believed to be _.A)a set of developed skills B)incapable of any kind of measurement C)closely related to a child’s actual learning experiences D)both Aand CPassage Two Questions 16to 20are based on the following passage.The concept of culture has been defined many times,and although no definition has achieved universal acceptance,most of the definitions include three central ideas:that culture is passed on from generation to generation,that a culture represents a ready-made prescription for living and for making day-to-day decisions,and,finally,that the components of a culture are accepted by those in the culture as good,and true,and not to be questioned.The eminent anthropologist George Murdock has listed seventy-three items that characterize every known culture,past and present.The list begins with Age-grading and Athletic sports,runs to Weaning and Weather Control,and includes on the way such items as Calendar,Firemaking,Property Rights,and Toolmaking.Iwould submit that even the most extreme advocate of a culture of poverty viewpoint would readily acknowledge that,with respect to almost all of these items,every American,beyond the first generation immigrant,regardless of race or class,is a member of a common culture.We all share pretty much the same sports.Maybe poor kids don't know how to play polo,and rich kids don't spend time with stickball,but we all know baseball,and football,and basketball.Despite some misguided efforts to raise minor dialects to the status of separate tongues,we all,in fact,share the same language.There may be differences in diction and usage,but it would be ridiculous to say that all Americans don't speak English.We have the calendar,the law,and large numbers of other cultural items in common.It may well be true that on a few of the seventy-three items there are minor variations between classes,but these kinds of things are really slight variations on a common theme.There are other items that show variability,not in relation to class,but in relation to religion and ethnic background —funeral customs and cooking,for example.But if there is one place in America where the melting pot is a reality,it is on the kitchen stove;in the course of one month,half the readers of this sentence have probably eaten pizza,hot pastrami,and chow mein.Specific differences that might be identified as signs of separate cultural identity are relatively insignificant within the general unity of American life;they are cultural commas and semicolons in the paragraphs and pages of American life.16.According to the author's definition of culture,_.A)a culture should be accepted and maintained universally B)a culture should be free from falsehood and evils C)the items of a culture should be taken for granted by people D)the items of a culture should be accepted by well-educated people 17.Which of the following is NOTtrue according to the passage?A)Baseball,football and basketball are popular sports in America.B)Pizza,hot pastrami,and chow mein are popular diet in America.C)There is no variation in using the American calendar.D)There is no variation in using the American language.18.It can be inferred that all the following will most probably be included in the seventy-three items except _.A)heir and heritage B)dream patterns C)childrearing practices D)table manners 19.By saying that "they are cultural commas and semicolons ..."the author means that commas and semicolons _.A)can be interpreted as subculture of American life B)can be identified as various ways of American life C)stand for work and rest in American life D)are preferred in writing the stories concerning American life 20.The main purpose of this passage is to _.A)prove that different people have different definitions of culture B)inform that variations exist as far as a culture is concerned C)indicate that culture is closely connected with social classes D)show that the idea that the poor constitute a separate culture is an absurdity

10.Two parties are more likely to take on a more integrative approach to negotiations when: 选项： A: their power is relatively equal. B: they are feeling negative emotions. C: one party has significantly higher power than the other. D: one party has Machiavellian tendencies. E: both parties are low in emotional intelligence.

11.We have two ______ in our economic work. One is to develop our economy, and the other is to protect our environment. (objective; object)

12.In order to understand our identity, we have to know__________. 选项： A、who we are B、 what our strengths and weaknesses are C、 how we perceive ourselves as well as how other people perceive us D、 when you were born and where you live

13. Not everyone who possesses a potential gift also wishes to do something busing it. 选项： A:You have probably heard the term "IQ " many times, and you probably know it has something to do with measuring intelligence. B:Although the IQ test is very widely used, and the results are almost synonymous with our idea of intelligence, there has also been a lot of criticism of the test, C:What IQ tests measure is a certain type of potential. Ihat potental needs to b developed and nurtured by the person who has it. D:The IQ tests we have now may predict which people have a certain type of intellectual Potential,

14.What do we learn about emotional intelligence from a number of studies? 选项： A:People suffering from depression are emotionally imature. B:People who look at the dark side of life often feel depressed. C:Some people may take advantage of it and benefit themselves. D:Some people may lack it and are easily manipulated by others.

15.When we see well, we do not think about our eyes very often. It is only when we cannot see perfectly that we realize how important our eyes are. People who are near-sighted can only see things that are very close to their eyes, Everything else seems blurry(　　). Many people who do a lot of work, such as writing, reading and sewing become near—sighted. Then People who are far-sighted suffer from just the opposite problem. They can see things that are far away, but they have difficulty in reading a book unless they hold it at arm’s length. If they want to do much reading ,they must get glasses, too. Other people do not see clearly because their eyes are not exactly the right shape. They have what is called astigmatism (　　). This, too, can be corrected by glasses. Some people’s eyes become cloudy because of cataracts (　　). Long ago these people often became blind. Now, however, it is possible to operate on the cataracts and remove them. Having two good eyes is important for judging distances. Each eye sees things from a slightly different angle (　　). To prove this to yourself, look at an object our of one eye; then look at the same object out of your other eye. You will find the object’s relation to the background and other things around it has changed. The difference between these two different eye views helps us to judge how far away an object is. People who have only one eye cannot judge distance as people with two eyes.