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 degree our intelligence is given to us at birth, and no amount of 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 different surroundings. Thus the limits of persons’ intelligence are fixed at birth, and whether or not he reaches those limits will depend on his environment. This idea, now held by most experts, can be supported in a number of ways.
It is easy to show that intelligence is to some degree something we are born with. The closer the blood relationship between two people, the closer they are likely to be intelligent. Thus if we take two unrelated people at random from population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two twins, they are very likely to 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 shows that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in touch with each other, but who are not related at all are likely to have similar degree of intelligence.
【小题1】If a child is born with low intelligence, he can ______.

单词拼写（共10小题：每小题1分，满分10分）

1.She learned to survive in a _________(荒芜的) island.                      

2.The boy spoke in a very low voice, ________(承认) he had broken the glass.     

3. Now that we are all part of the   _____   (全球) village, everyone becomes a neighbor.

4.All these difficulties were caused by natural        (灾难).                 

5. The world is full of  _______(机遇)and challenges.                       

6. Each office will be   __________ (装备) with a computer soon              

7.      （青少年）are young people who are between 13and 19 years old.    

8.“Mind your ________ (行为) , ”the mother said to her young boy..            

9. Don’t be frightened by the television camera, Just speak  _________.(自然地)  

10.It is said that this show is going out _________(实况转播).

D
It is hard to predict（预言）how science is going to turn out, and whether it is really good science, it is impossible to predict．If the things to be found are actually new, they must be unknown in advance．You cannot make choices on this matter．You either have science or you don’t and if you have it you have to accept the surprising and disturbing pieces of information, along with the neat and useful bits．
The only solid piece of scientific truth about which I feel totally confident is that we don’t know enough about nature．Indeed, I regard this as the major discovery of the past hundred years of biology．It is, in its way, a clear piece of news．It would have amazed the brightest minds of the 18th century to be told by any of us how little we know and how strange the way ahead seems．In earlier times, they either pretended to understand how things worked or simply made up stories to give answers．Now that we have begun exploring seriously, we are catching sight of how huge the questions are, and how far from being answered．Because of this, we are sorry．It is not so bad being ignorant（无知的）if you are totally ignorant; the hard thing is knowing in some details the reality of ignorance, the worst spots and here and there the not so bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted．
But we are making a beginning, and there ought to be some satisfaction．There are probably no questions we can think up that can’t be answered, sooner or later．Within our limits, we should be able to work our way through to all our answers, if we keep at it long enough, and pay attention．
51．Acoording to the writer, really good science________．
A．would surprise the brightest minds of the 18th  century．
B．will help people to make the right choice in advance
C．will produce results which cannot be predicted
D．will bring about disturbing results
52．It can be inferred from the passage that scientists of the 18th century________．
A．thought that they knew a great deal and could deal with most problems of science．
B．knew that they were ignorant and wanted to know more about nature
C．were afraid of facing up to the realities of scientific research
D．did more harm than good in man’s understanding of nature
53．Which of the following is NOT mentioned about scientists in earlier times?
A．They falsely declared to know all about nature．
B．They did not believe in results from scientific observation．
C．They paid little attention to the problems they didn’t understand．
D．They invented false rules to explain things they didn’t understand．
54．What is the writer’s attitude towards science?
A．He is sorry because of the ignorance of scientists．
B．He is delighted because of the latest scientific findings．
C．He is doubtful because of the great difficulties in scientific research．
D．He is confident though he knows well the great difficulties in scientific research．
55．The writer believes that sooner or later________．
A．man can’t deal with all the problems he can find because of the limits of human knowledge．
B．man can find solutions to whatever questions concerning nature he can think up
C．questions concerning nature are outsiede the field of scientific research
D．man can think up all the questions and answer them all．

　　Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes. To some extent our intelligence is given 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, but 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, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random(随机地) from the population,it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical (完全相同的) 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 playsa 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 degrees of intelligence.

Which of these sentences best describes the writer’s point in Para. 1?

　　A. To some extent, intelligence is given at birth.

　　B. Intelligence is developed by the environment.

　　C. Some people are born clever and others born stupid.

　　D. Intelligence is fixed at birth, but is developed by the environment.

It is suggested in this passage that_______.

　　A. unrelated people are not likely to have different intelligence

　　B. close relations usually have similar intelligence

　　C. the closer the blood relationship between people, the more different they are likely

　 　　to be in intelligence

　　D. people who live in close contact with each other are not likely to have similar degrees

　 　　of intelligence

In Para. 1, the word "surroundings" means_______.

　　A. intelligence 　　　　　B. life

　　C. environments 　　　　　D. housing

The best title for this article would be_______.

　　A. On Intelligence

　　B. What Intelligence Means

　　C. We are Born with Intelligence

　　D. Environment Plays a Part in Developing Intelligence

  uChildren start out as natural scientists, eager to look into the world around them. Helping them enjoy science can be easy; there’s no need for a lot of scientific terms or expensive lab equipment. You only have to share your children’s curiosity. Firstly, listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a job. The children asked me “textbook questions” about schooling, salary and whether I liked my job. When I finished answering, we sat facing one another in silence. Finally I said, “Now that we’ve finished with your lists, do you have questions of your own about science?”

After a long pause, a boy raised his hand,” Have you ever seen a grasshopper（蚱蜢） eat? When I try eating leaves like that, I get a stomachache. Why?”

This began a set of questions that lasted nearly two hours. 

Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, adults typically wait only one second or less for an answer, no time for a child to think. When adults increase their “wait time” to three seconds or more, children give more logical（符合逻辑的）,complete and creative answers. 

Thirdly, watch your language. Once you have a child involved in a science discussion, don’t jump in with “That’s right” or “Very good”. These words work well when it comes to encouraging good behavior. But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by saying, “That’s interesting” or “I’d never thought of it that way before”, or coming up with more questions or ideas. 

Never push a child to “Think”. It doesn’t make sense, children are always thinking, without your telling them to. What’s more, this can turn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so that he will be a smaller target for your disagreement. 

Lastly, show doesn’t tell. Real-life impressions of nature are far more impressive than any lesson children can learn from a book or a television program. Let children look at their fingertips through a magnifying glass（放大镜）, and they’ll understand why you want them to wash before dinner. Rather than saying that water evaporates （蒸发）,set a pot of water to boil and let them watch the water level drop. 

1. According to the passage, children are natural scientists, and to raise their interest, the most important thing for adults to do is__________

A. to share the children’s curiosity

B. to let them see the world around        

C. to explain difficult phrases about science  

D. to supply the children with lab equipment

2. In the last sentence of the first paragraph, the word “lists” could best be replaced by_______ 

A. any questions                  B. textbook questions     

C. questions about science          D. questions seven-year-olds are curious about

3. According to the passage, children can answer questions in a more logical, complete and creative way if adult____________. 

A. wait at least for three seconds after a question

 B. tell them to answer the next day 

C. ask them to answer quickly       

D. wait for one or two seconds after a question

4. In which of the following paragraph（s） does the author tell us what to say to encourage children in a science discussion?

A. The second and third.      B. The fourth and fifth. 

C. The fifth and sixth.          D. The seventh.