In 1990 Peter Salovey Ph. D and John Mayer Ph. D coined the term Emotional Intelligence. Their research has opened many people’s eyes to the fact that EQ or emotional quotient holds the key to one’s happiness and well being, and helped us to realize that our emotional makeup can be so much more important than our mental, or what we refer to as IQ—intelligent quotient.

IQ is essential for learning and mental development and EQ is much more important for happiness and success. Some time ago a study done in the United States proved that doctors who were impatient and did not exhibit much care towards their patients were more likely to be sued (起诉) for malpractice(渎职), whereas doctors who were caring and attentive to their patients were less likely to be sued even if they made a critical mistake. A woman wrote to newspaper recently telling about her brother. He was apparently a genius but did not get along with people, quit every job he started, and eventually became a taxi driver. These are just a few examples of people with high IQ but low EQ.

We have all known people who did not complete college, but who have become very successful in business. We call them street smart. We also know people who, on the whole, are positive, communicative, pleasant and supportive—these people enjoy a high level of EQ.

Many people wish to improve their EQ for the purpose of becoming happier, more successful, and at the same time more balanced, individuals. The remarkable thing about EQ is that it can always, at any age, be improved, unlike IQ, which remains more or less fixed in adult life.

Now psychologists start workshops focusing on showing people how to increase their EQ. This enables them to accomplish their dreams and desires, rid themselves of negative patterns and shows them that once they master their inner world, their outer world becomes much better.

47. In the second paragraph, the author gives us two examples to show that _____.

A. doctors in the United States are often involved in cases

B. working as a taxi driver in the United States requires high EQ

C. those with high IQ are often engaged in the low-rank work

D. those with low EQ have a harder time surviving in life

48. Which of the following can’t be used to describe the people with a high level of EQ?

A. They are positive, communicative, pleasant and supportive.

B. They are optimistic and untroubled by difficulties.

C. They are impatient and show little care towards others.

D. They may be very successful in business.

49. It can be inferred that predicting future successes, ______.

A. a person’s brainpower might actually matter less than a person’s character

B. a person’s IQ might be more important than a person’s EQ

C. IQ plays an important role as well as EQ

D. both IQ and EQ are the key points that should be considered

50. Which of following is NOT true according to the passage?

A. People with high IQ are likely to gain knowledge quickly.

B. At work EQ gets you hired easily and IQ gets you promoted.

C. Having a high IQ will help us in some ways but having a high EQ might help us even more.

D. People’s EQ could be raised much more than their IQ.

Contrary to many people believe, highly intelligent children are not necessarily certain to achieve academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.
One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can encourage a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the academic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems.
IQ is just one element among many in the recipe for success—Children develop well or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends.
Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average talents do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard subjects for older students. Enrichment involves learning information that falls outside the usual subjects.
A child might skip one or more grades as a way of accelerating in school. But being with older children for the entire school day—and perhaps for grade-based extracurricular activities such as sports—can make a child feel inferior in every filed outside of academics. One very bright fourth-grader who had skipped two grades remained far ahead of his classmates intellectually, but as his classmates reached adolescence, his social and other shortcomings became painfully apparent. While acceleration is not an option, or not a good one, enrichment can be. After all, school is not a race but an adventure in learning. As such, the goal is not finishing first but absorbing as much knowledge as possible in the time assigned. Thus, providing opportunities for a child to study topics outside the regular subjects can be at least as valuable as pushing him or her through the required material faster.
【小题1】What is the basic reason for the low academic achievement of highly intelligent children?

A．Skipping one of more grades and studying together with older children.

B．Learning the same material in the standard subjects for older students.

C．Learning information that is not included in the regular subjects.

D．Learning how to read with fluency even in their pre-school days.

A．He is in favor of enrichment rather than acceleration.

B．He is in favor of acceleration rather than enrichment.

C．He speaks highly of both enrichment and acceleration.

D．He thinks neither enrichment nor acceleration is a good choice.

Contrary to many people believe, highly intelligent children are not necessarily certain to achieve academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.

One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can encourage a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades, when the work is easy, they may struggle and perform poorly when the work gets harder because they do not make the effort to learn. If the academic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, further depressing their desire to learn. They may fall far behind in their schoolwork and even develop behavior problems.

IQ is just one element among many in the recipe for success—Children develop well or struggle in school for a host of reasons apart from IQ. These include motivation and persistence, social competence, and the support of family, educators and friends.

Because highly gifted children solve the most varied thought problems faster and more thoroughly than those with more average talents do, they need additional intellectual stimulation while they wait for the rest of the kids to learn the basics. Two central approaches are used to satisfy the educational needs of such children: acceleration and enrichment. Acceleration means studying material that is part of the standard subjects for older students. Enrichment involves learning information that falls outside the usual subjects.

A child might skip one or more grades as a way of accelerating in school. But being with older children for the entire school day—and perhaps for grade-based extracurricular activities such as sports—can make a child feel inferior in every filed outside of academics. One very bright fourth-grader who had skipped two grades remained far ahead of his classmates intellectually, but as his classmates reached adolescence, his social and other shortcomings became painfully apparent. While acceleration is not an option, or not a good one, enrichment can be. After all, school is not a race but an adventure in learning. As such, the goal is not finishing first but absorbing as much knowledge as possible in the time assigned. Thus, providing opportunities for a child to study topics outside the regular subjects can be at least as valuable as pushing him or her through the required material faster.

1. What is the basic reason for the low academic achievement of highly intelligent children?

A. Teachers’ failure to recognize their potential.

B. Too much emphasis on being intelligent.

C. Studying topics outside the regular subjects.

D. Lack of encouragement from teachers.

2. According to the passage, which of the following belongs to enrichment activities for talented children?

   A. Skipping one of more grades and studying together with older children.

   B. Learning the same material in the standard subjects for older students.

   C. Learning information that is not included in the regular subjects.

   D. Learning how to read with fluency even in their pre-school days.

3.Which of the following statements do you think is true about the writer?

A. He is in favor of enrichment rather than acceleration.

B. He is in favor of acceleration rather than enrichment.

C. He speaks highly of both enrichment and acceleration.

D. He thinks neither enrichment nor acceleration is a good choice.

4. In this article, the writer wants to ______.

A. point out the weaknesses of acceleration for gifted children

B. compare acceleration with enrichment for gifted children

C. stress the importance of enrichment for gifted children

D. discuss how to bring out gifted children’s potential

    When Charles Strattion was five, he stopped growing. His mother took him to see the famous showman; P.T.Barnum thought a small person would be the perfect addition to his show. He hired Charles’ parents along with him, and they traveled around the world together.

    He gave the two-foot-tall Charles a new name, general Tom Thumb. He taught Tom how to sing, dance, act, and tell jokes. When he felt Tom was ready to perform on stage, he made up ads. To stir up great interest, he said that Tom was eleven years old and had come from England.

    During the show, Tom fought battles pretendedly with tall people. He also danced upon a wooden plate held by a person who was eight feet tall.

    Tom’s act was very popular and brought in a lot of money. By the time Tom was an adult, he had grown very rich. He had become a billionaire at the age of twenty-five.

    Fortunately for Tom, Mr. Barnum added more little people to his show, and Tom became lucky in love as well. One of the little people was Lavinia Warren, a school teacher. Tom was able to win her love, and they married.  

    The ceremony and reception were the talk of the town. They were attended by many rich and famous people and by about two thousand guests. Crowds filled the streets of New York to have a look at their tiny wedding carriage. The couple even met with President Abraham Lincoln on their honeymoon, just before going to live in Tom’s house in Connecticut.

    Their wedding, which took place during the Civil War, provided a welcome escape from the sad problems of war. Not willing to let this bit of sunshine fade, communities throughout the country sponsored（主持）“Tom Thumb”weddings. In these weddings, small boys and girls, all dressed up, went through marriage ceremony for fun.

1.“ Talk of the town”means       .  

    A．it was in the newspaper

    B．people spread mean rumors（谣言）about it.

    C．it was the most popular thing happening

    D．it was discussed in a city meeting

2.What does the author think about Tom Thumb’s wedding?

    A．People gave it too much of their attention.

    B．It helped people cheer up in a dark time.

    C．It was funny and ridiculous.

    D．Tom and Lavinia were stupid.

3.Which of the following is the best clue（线索）to the fact that Tom was smart?

    A．He became a billionaire at twenty-five.

    B．He learned how to sing, dance, and act at a very young age.

    C．He met with President Lincoln during his honeymoon.

    D．He married a school teacher.

4.It was very funny when Tom danced on a wooden plate held by a person who was eight feet tall because          .  

    A．the wooden plate would make it sound as if Tom were tap dancing.

    B．it made Tom feel taller.

    C．the eight-foot-tall man was the only tall person Tom trusted

    D．the difference between them would make Tom look even smaller

When Charles Strattion was five, he stopped growing. His mother took him to see the famous showman, P.T.Barnum, and thought a small person would be the perfect addition to his show. He hired Charles’ parents along with him, and they traveled around the world together.
He gave the two-foot-tall Charles a new name, general Tom Thumb. He taught Tom how to sing, dance, act, and tell jokes. When he felt Tom was ready to perform on stage, he made up ads. To stir up great interest, he said that Tom was eleven years old and had come from England.
During the show, Tom fought battles pretendedly with tall people. He also danced upon a wooden plate held by a person who was eight feet tall.
Tom’s act was very popular and brought in a lot of money. By the time Tom was an adult, he had grown very rich. He had become a billionaire at the age of twenty-five.
Fortunately for Tom, Mr. Barnum added more little people to his show, and Tom became lucky in love as well. One of the little people was Lavinia Warren, a school teacher. Tom was able to win her love, and they married.
The ceremony and reception were the talk of the town. They were attended by many rich and famous people and by about two thousand guests. Crowds filled the streets of New York to have a look at their tiny wedding carriage. The couple even met with President Abraham Lincoln on their honeymoon, just before going to live in Tom’s house in Connecticut.
Their wedding, which took place during the Civil War, provided a welcome escape from the sad problems of war. Not willing to let this bit of sunshine fade, communities throughout the country sponsored “Tom Thumb” weddings. In these weddings, small boys and girls, all dressed up, went through marriage ceremony for fun.
【小题1】“the talk of the town” means _________ .